UC-NRLF 


*B    30b    T=)b 


G^fkded  I<e^^on^ 


IN 


l^i\^li^l\. 


BY 


Alonzo  Keed,  a.m., 

INSTBUCTOR    IN    EnsLIBH    GRAMMAR    TJX    TKB 

Brooklyn    Coixkgiatk    and 

POJLVTECHNIO  InSTITUTK, 

AND 

Brainerd  Kellogg,  A.M., 

PBOrKSSOR    OF    THK    EnOUSH    LaNOUAOB    AND 

LiTXRATURK  IN  THE  BROOKLYN  CoLLEttLATB 

AND    FOLYTSCHNIO    InSTITUTX. 


Clark  &  Mayistakd. 


^     / 


JSDUCAf  105  LXm. 


^GRADED   LESSONS  IN  ENGLISH. 

AN 

ELEMENTARY 

English  Grammar 


CONSISTLNG  OP 


ONE  HUNDRED  PRACTICAL  LESSONS, 


Carefully  Qrided  and  Adapted  to  the  Class  Room. 

BY 

ALONZO    EEED,  A.  M., 

Ikbtructor  en  English  Grammar  in  the  Brooklyn  Collegiate  akd 

Polytechnic  Institute, 

AND 

BRAINERD   KELLOGa,  A,  M., 

PROrESSOR  OF  THE  ENGLISH  LANGUAGE  AND  LITERATURE  IN  THE  BROOKLYN  COLLE 

OLATE  AND  POLYTECHNIC  INSTITUTE. 

JOHN  S.  PfiELL 

QiAl  &  Mechanical  Engineer. 

SAN  FRANCISCO,  CAL. 

NEW    YORK: 

Clark  &  Maynard,  Publishers, 

No.  5  Barclay  Street. 

1880. 


LANGUAGE  LESSONS:  GRAMMAR-COMPOSITION, 


A  C03irLETE  COURSE  IN  TWO  BOOKS  ONLY, 


THE   BEST   AND    THE   CHEAPEST. 


I.  Graded  Lessons  in  English  : 

An  Elementary  English  Graivimar,  consisting  of  One  Hund- 
red Practical  Lessons,  carefully  graded  and  adapted  to  the 
class  room.     160  pages,  16mo.     Bound  in  linen. 

II.  Higher  Lessons  in  English  : 

A  Work  on  English  Grammar  and  Composition,  in  which 
the  science  of  the  language  is  made  tributary  to  the  art  of 
expression.  A  course  of  Practical  Lessons,  carefully  graded, 
and  adapted  to  every  day  use  in  the  school  room.  283  pages, 
16mo.     Bound  in  cloth. 

The  two  books  completely  cover  the  ground  of  Grammar  and 
Composition,  from  the  time  the  scholar  usually  begins  the  study 
until  it  is  finished  in  the  High  School  or  Academy. 

For  terms  of  introduction,  which  are  very  liberal,  address 

^    ^    ,  CLARK  &  MAYNARD,  Publishers, 

5  Barclay  Street, 

:■  NEW    YORK. 


Entered  according  to  Act  of  Congress,  in  the  year  1876,  by 

ALONZO     REED    and   BRAINERD     KELLOGG, 

In  the  office  of  the  Librarian  of  Congress,  at  Washingtt  n. 


/^latJ 


GIFT 


^ 


Pr  eface 


iJ^^a^u. 


On  a  single  point,  at  least,  all  English  grammarians  are  united. 
They  hold,  that,  by  the  study  of  Grammar,  the  pupil  should  acquire 
the  art  of  using  the  English  language  with  propriety.  A  study  of  the 
science  that  does  not  issue  in  this,  all  agree,  fails  of  its  proper  end. 

They  diverge,  only  when  they  set  forth  the  means  to  this  end.  The 
greater  number  bewilder  the  pupil  with  prolix  discussions,  and  vex 
him  with  obscure  definitions,  and  numberless  rules  with  their  suicidal 
exceptions.  They  load  his  memory  with  technicalities  and  appall  him 
with  authorities  and  dull  his  understanding  with  endless  routine  pars- 
ing and  analysis.  With  them.  Grammar  is  a  science  or  it  is  nothing. 
This  the  pupil  finds  to  his  cost ;  but  it  scarcely  dawns  upon  him  that 
Grammar  is  intended  to  aid  him  in  communicating  his  thoughts  by 
tongue  and  by  pen. 

In  reaction  from  tJiis  extreme,  many  have  sprung  to  the  otJier.  To 
these.  Grammar  hardly  seems  to  be  a  science  at  all ;  there  are  few 
principles  in  it  that  challenge  serious  attention  ;  it  demands  no  defini- 
tions that  even  approach  exactness  ;  everything  may  be  loose  in  treat- 
ment and  in  statement,  if  only  Grammar  may  be  made  easy,  "practi- 
cal," and  "popular."     This  reaction  is  just  now  at  its  flood.     There 

024 


4  Preface. 

never  was  a  time  when  tlie  universal  critic  compelled  a  more  scru- 
pulous regard  to  the  technical  grammar  of  the  language;  and  yet  there 
never  was  a  time  when  skepticism  was  so  rife  respecting  the  study  of 
Grammar,  as  a  science,  in  our  schools. 

The  true  method  lies,  we  are  sure,  in  the  "golden  mean"  between 
these  two  extremes.  Grammar  u  a  science — it  would  not  be  worth  the 
teaching  if  it  were  not — and  yet,  of  all  Grammars,  the  English  need 
not  burden  the  memory  with  scholastic  rubbish,  or  be  set  down  by  the 
pupil  as  dry  and  profitless.  It  can  teach  him  the  art  of  correct  speaking 
and  writing,  and  it  can  do  this  in  a  way  that  shall  be  attractive.  We 
are  willing  to  stake  everything  upon  that,  and  we  ask  attention  to  our 
plan  and  to  this,  our  initial  work — the  outgrowth  of  such  a  belief. 

The  labor  of  memorizing  from  the  page  is  here  reduced  to  a  mini- 
mum. Much  of  the  instruction  is  oral.  In  our  ''Hints  for  Oral  In- 
struction," the  teacher  is  put  in  possession  of  what  seems,  to  us,  the 
most  natural  and  easy  method  of  developing  inductively  every  topic 
that  arises.  This  is  to  be  done,  in  every  case,  immediately  before 
such  topic  is  to  be  studied.  A  necessity  is  thus  created  beforehand 
Acr  every  rule,  caution,  and  definition;  and  exercises,  to  clinch  whatever 
lias  been  learned,  are  given  without  stint. 

These  are  eminently  "Graded  Lessons  in  English."  The  sentence  is 
our  unit.  Starting  with  the  simplest,  of  two  words,  and  bringing  in 
gradually,  one  after  another,  all  kinds  of  modifying  words,  phrases, 
and  clauses,  the  pupil  ascends, by  the  easiest  stages  possible,  to  Com- 
plex and  Compound  sentences.  Learning  thus  the  offices  of  the  parts 
of  speech,  and  how  words  are  combined,  he  is  required,  all  through 
the  book,  in  Lessons  headed  "  Sentence-Building,"  to  frame  this  now 


Preface.  5 

familiar  material  into  sentences  of  liis  own.     All  analysis  is  for  the 
sake  of  tliis  syntliesis,  wliicli  is  ever  held  before  him  as  the  main  ob- 
ject of  the  study.     Some  of  this  he  is  to  do  as  an  Impromptu  Exercise 
and  in  it  all,  his  invention  will  constantly  be  taxed  and  his  thought 
quickened. 

Rules  for  Punctuation  and  the  use  of  Capital  Letters  are  given  to 
aid  him  in  this  work  ;  and  violations  of  such  rules  and  of  the  princi- 
ples of  syntax  are  set  before  him  to  correct  as  soon  as  he  sees  the 
reason  for  the  correction. 

Having  learned  the  functions  of  every  class  of  words — as,  for  in. 
stance,  of  the  Noun,  that  it  may  be  a  subject,  an  object,  an  attribute, 
a  modifier  in  the  possessive  case,  a  modifier  in  apposition,  or  the 
principal  word  in  a  prepositional  phrase — the  pupil  is  ready  to  pass 
to  the  "  Subdivision  of  the  Parts  of  Speech." 

In  the  third  and  last  division,  he  learns  that  words  may  be  modi- 
fied not  only  by  other  words  but  by  changes  in  form.  Waning  forms, 
and  those  that,  like  Gender  and  Person,  are  nearly  extinct,  we  could 
not  utterly  ignore.  These  modifications,  unimportant  though  they 
may  be,  are  still  universally  recognized.  More  space  is  given, in  this 
work, to  Declension  and  Conjugation  than  would  be  needed  in  a  higher 
treatise. 

Syntax  is  not  treated  by  itself,  nor  are  Rules  given  except  to  aid  in 
the  building  of  sentences. 

We  invite  attention  to  our  system  of  Diagrams.  They  have  grown 
out  of  the  suggestions  of  different  teachers  in  the  Polytechnic  Institute, 
where  they  have  been  in  most  successful  use  for  more  tlian  ten  years. 
They  were  copyrighted  in  ISr^S-  by  A.  Reed  and  O.  H.  Hall  ;  the  copy. 


6  Preface. 

right  now  stands  in  our  name.  They  show,  at  a  glance,  the  relations 
of  every  word  and  division  of  the  sentence,  and  are  a  device  attract- 
ive and  helpful  to  the  pupil  in  the  preparation  of  his  written  lessons. 
The  mechanical  work  interests  him,  and  lures  him  on  to  abstract 
analyses  which  he  could  not  make  without  such  aid. 

We  take  great  pleasure  in  acknowledging  our  indebtedness  to  the 
following  eminent  educators  for  most  valuable  suggestions  :  Presi- 
dent D.  H.  Cochran,  of  the  Brooklyn  Collegiate  and  Polytechnic  Insti- 
tute ;  President  M.  H.  Buckham,  of  the  University  of  Vermont  ;  C. 
C.  Rounds,  Principal  of  the  State  Normal  School,  Farmington,  Maine; 
H.  B.  Buckham,  President  of  the  State  Normal  School,  Buffalo, 
New  York  ;  Prof.  C.  M.  Mead,  of  Andover  Theological  Seminary ; 
Prof.  W.  R.  Shipman,  of  Tufts  College  ;  Prof.  E.  H.  Higley,  of  Mid. 
dlebury  College;  and  S.  A,  Felter,  author  of  Feller's  Arithmetics,  and 
As't  Sup't  of  Public  Instruction,  State  of  Kansas. 

Polytechnic  Institute, 

Brooklyn,  January  1st,  1876- 


I 


N  D  E  X 


PAGES. 

Adjectives 31,  97,  98,  117-119. 

Adjective  Clauses 74,  77. 

Adverbs 37-39,  101,  102,  119,  120. 

Adverb  Clauses 78,  79. 

Analysis , 15. 

Articles 32,  33. 

Capital  Letters 17,  23,  26,  51,  98. 

Case 109-116. 

Clauses 75. 

Comparison 117-120. 

Complements .'53,  54,  C2,  63. 

Complex  Sentences 74,  75. 

Compound  Sentences 82. 

Conjugation 124-135. 

Conjunctions 48-50,  102,  103. 

Consonants 11,  12. 

Diagrams 16. 

Errors  for  Correction 40,  41,  51,  54-57,  68,  69, 

86,  107,  114-116,  119, 
135-138,  141,  142. 

Gender 107,  108. 

Impromptu  Exercises 19,  37,  46. 

Infinitive 65,  123. 

Interjections 49,  50. 

Letters 9-12. 

Mode 122,  123. 

Modifier 28. 

Modified  Predicate 33,  34. 

Modified  Subject 27,  28. 

^ouNs 22,  95,  96,  105-117. 

Noun  Clauses 80. 

Number 105-107,  123. 

Participles 03,  123. 

Parts  of  Speech 21. 

Person 109-112,  123. 

Phrase 42,  65. 

Predicate 15,  47. 

Prepositions 45,  46. 

Pronouns 26,  95,  96,  105-117. 

Ponctuation 17,  50,  51,  72,  76,  83. 

Review  Questions 14,    18,    23,    29,    36.  41, 

48,  56,  67,  80,  89,  90, 
103. 108,  116, 120,  138. 

Sentence 14,  75,  83. 

Subject 15.  47. 

Tense 122,  123. 

Verbs 23-25,  99,  100,  120-138. 

Voice 120,  121. 

Vowels 11,  12. 

Words 10. 


Suggestions  to  the  Teacher. 


We  think  that  these  Lessons  are  adapted,  in  point  of  length,  to  pupils  of 
the  average  ability.  But  you  must  suit  them  to  your  class.  Do  not  hes- 
itate to  make  three  Lessons  out  of  two,  if  it  be  necessary,  or  even  two  out 
of  one.     Consider  the  pupil's  age,  studies,  and  time  for  recitation. 

Please  study  carefully  the  "  Hints."  Be  prepared  to  put  clearly  before 
your  class  the  matter  which  they  contain,  but  do  it  in  the  way  that  seems 
best  to  you— in  ours  if  you  prefer.  Do  it,  always,  as  part  of  the  Lesson 
preceding  that  in  which  they  stand. 

See  to  it  that  the  pupils  do  their  own  work  in  written  analysis.  Collect 
the  diagrams  before  the  recitation  begins,  and  ask  them  to  make  oral  analy- 
ses of  the  sentences  diagramed.     Compare  these  with  the  written. 

You  can  use  the  diagrams  for  impromptu  reviews.  While  some  of  the 
class  are  reciting  the  advance  Lesson,  others  can  be  at  the  board,  putting  in 
diagram  some  diflBcult  sentences  in  back  Lessons.  They  are  also  very  use- 
ful in  making  blackboard  illustrations. 

Make  a  judicious  use  of  these  diagrams.  They  are  fascinating  to  the  pupil, 
and  so  are  liable  to  misuse.  Remember  that  they  are  only  means  to  an  end. 
That  end  is  the  building  of  neat  and  correct  sentences.  Place  great  stress 
npo7i  iJns  Sentence- BuikUvg.  In  recitation,  let  the  pupils  exchange  papers 
and  read  aloud,  while  the  teacher  and  class  criticise.  Let  some  of  the  work 
be  placed  upon  the  board  for  criticism.  You  will  be  struck  with  the  crude- 
ness  and  even  coarseness  of  some  sentences,  and  the  neatness  and  elegance 
of  others.  Call  attention  to  the  best  work,  and  let  it  tone  up  the  style  of 
the  class. 

All  grammatical  inaccuracies  in  the  class  room  should  be  promptly  cor- 
rected, but  give  the  reason  only  when  the  study  of  the  text  has  prepared 
the  pupils  for  it.     Give  them  something  to  anticipate. 

Devise  more  Impromptu  Exercises,  if  you  find  them  serviceable  in  awa- 
kening enthusiasm.  In  these  and  all  other  available  ways,  pique  the  ambi- 
tion of  the  pupils,  and  keep  their  interest  at  a  white  heat. 


A  TALK  ON  LANGUAGE. 


'4»  »>»■ 


The  teaclier  is  recommended,  before  assigning  any  lesson, 
to  occupy  the  time  of  at  least  two  or  three  recitations,  in 
talking  with  his  pupils  about  language,  always  remember- 
ing that,  in  order  to  secure  the  interest  of  his  class,  he  must 
allow  liis  pupils  to  take  an  active  part  in  the  exercise.  The 
teacher  should  guide  the  thought  of  his  class;  but,  if  he 
attempt  to  do  all  the  talking,  he  will  find,  when  he  con- 
cludes, that  he  has  been  left  to  do  all  the  tMnhing. 

We  give,  below,  a  few  hints  in  conducting  this  talk  on 
language,  but  the  teacher  is  not  expected  to  confine  himself 
to  them. 


Teacher, — I  will  pronounce  these  three  sounds  very  slowly  and 
distinctly,  thus  :  b  u-d.  Notice,  it  is  the  power,  or  sound,  of  the  letter, 
and  not  its  name,  that  I  give.     What  did  you  hear  ? 

Pujnl, — I  heard  three  sounds. 

T, — Give  them.  I  will  write  on  the  board,  so  that  you  can  see 
them,  three  letters — b-u-d.  Are  these  letters,  taken  separately,  signs 
to  you  of  anything  ? 

JP. — Yes,  they  are  signs  to  me  of  the  three  sounds  which  I  have  just 
heard. 


10  Graded  Lessons  in  English. 

T, — What,  then,  do  these  letters,  taken  separately,  picture  to  your 
eye? 

jP. — They  picture  the  sounds  that  came  to  my  ear. 

T, — Letters,  then,  are  the  signs  of  what? 

J*. — Letters  are  the  signs  of  sounds, 

T, — I  will  pronounce  the  same  three  sounds  more  rapidly,  uniting 
them  more  closely — hud.  These  sounds,  so  united,  form  a  spoken 
word.     Of  what  do  you  think  when  you  hear  the  word  hud  f 

jP. — I  think  of  a  little  round  thing  that  grows  to  be  a  leafy  brancli 
or  a  flower. 

T» — Did  you  see  the  thing  when  you  were  thinking  of  it? 

J*.— No. 

T, — Then  you  must  have  had  a  picture  of  it  in  your  mind.  We  call 
this  tnental  picture  an  idea.    What  called  up  this  idea? 

JP, — It  was  called  up  by  the  word  hud,  which  I  heard. 

T. — A  spoken  word,  then,  is  the  sign  of  what  ? 

P.~A  spoken  tvord  is  the  sign  of  an  idea, 

T, — I  will  call  up  the  same  idea  in  another  way.  I  will  write  three 
letters  and  unite  them  thus  :  hud.     What  do  you  see  ? 

jP, — I  see  the  word  hud. 

T, — If  we  call  the  other  word  hud  a  spoken  word,  what  shall  we  call 
this? 

I*, — This  is  a  written  word, 

T, — If  they  stand  for  the  same  idea,  how  do  they  differ  ? 

JP. — I  see  this,  and  I  heard  that, 

T, — You  will  observe  that  we  have  distinguished  between  four 
things ;  viz.,  the  real  bud;jonr  mental  picture  of  the  bud,  which  we 
have  called  an  idea ;  and  the  two  words^  which  we  have  called 
signs  of  this  idea,  the  one  addressed  to  the  ear,  and  the  other  to  the 
eye. 

If  the  pupil  be  brought  to  see  these  distinctions,  it  may  aid  him  to  observe  more 
closely  and  express  himself  more  clearly. 


A    Talk  on  Language.  ii 


ESSOM  S. 

Teacher » — What  did  you  learn  in  the  previous  Lesson  ? 

Pupil, — I  learned  that  a  spoken  word  is  composed  of  certain 
sounds,  and  that  letters  are  signs  of  sounds,  and  that  spoken  and  writ- 
ten words  are  the  signs  of  ideas. 

This  question  should  be  passed  from  one  pupil  to  another  till  all  of  these  answers 
are  elicited.  *■ 

All  the  written  words  in  all  the  English  books  ever  made,  are  formed 
of  twenty- six  letters,  representing  about  forty  sounds.  These  letters 
and  these  sounds  make  up  what  is  called  artificial  language. 

Of  these  twenty-six  letters,  Cf,  e,  «*,  O,  i«,  and  sometimes  tv  and 
2/,  are  called  voivels,  and  the  remainder  are  called  consonants. 

In  order  that  you  may  understand  what  kind  of  sounds  the  vowels 
stand  for,  and  what  kinds  the  consonants  represent,  I  will  tell  you 
something  about  the  human  Toice. 

The  air  breathed  out  from  your  lungs  beats  against  two  flat 
muscles,  stretched  like  strings  across  the  top  of  the  windpipe,  and 
causes  them  to  vibrate.  This  vibrating  makes  sound.  Take  a  thread, 
put  one  end  between  your  teeth,  hold  the  other  in  your  fingers, 
draw  it  tight  and  strike  it,  and  you  will  understand  how  voice  is 
made. 

If  the  voice,  thus  produced,  comes  out  through  the  mouth, 
held  well  open,  a  class  of  sounds  is  formed,  which  we  call  vowel 
sounds. 

But,  if  the  voice  is  held  back  by  your  palate,  tongue,  teeth,  or  lips, 
one  kind  of  consonant  sounds  is  made.  If  the  breath  is  driven  out 
iDitliout  voice,  and  is  held  back  by  these  same  parts  of  the  mouth,  the 
other  kind  of  consonant  sounds  is  formed,   Ex.  of  both  :  h,  d,  g ;  p,  t,  Jc. 

The  teacher  and  pupils  should  practice  on  these  sounds  till  the  three  kinds  can 
easily  be  distinguished. 

You  are  now  prepared  to  understand  what  I  mean  when  I  say  that 
the  voivels  are  the  letters  which  stand  for  the  open  sounds 
of  the  voice,  and  that  the  consonants  are  the  letters  which 


12  Graded  Lessons  i?i  English. 


stand    for  the    sounds  made  by  the   obstructed  voice  and  the 
obstructed  breath. 

The  teacher  can  here  profitably  spend  a  few  minutes  in  showing 
how  ideas  may  be  communicated  by  Natural  Language,  the  language 
of  sighs,  groans,  gestures  of  the  hands,  attitudes  oi  the  body,  expressions 
of  the  face,  tones  of  the  voice,  etc.  He  can  show, that,  in  conversation, 
we  sometimes  couple  this  Natural  Language  of  tone  and  gesture  with 
our  language  of  words,  in  order  to  make  a  stronger  impression.  Let 
the  pupil  be  told,that,  if  the  passage  contain  feeling,  he  should  do  the 
same  in  Reading  and  Declaiming. 

Let  the  following  definitions  be  learned,  and  given  at  the  next  recitation. 

DEFINITION, — Artificial  Lang-uage,  or  Language  J^roper, 
consists  of  the  spoken  and  written  words  used  to  communicate 
ideas  and  tlioughts. 

DEFINITION.— J5^wgr;ts7*  Grammar  is  the  science  which 
teaches  the  forms,  uses,  and  relations  of  the  words  of  the  English 
Language, 


Let  the  pupils  be  required  to  tell  what  they  learned  in  the  previous  Lessons. 

Teacher, — When  I  pronounce  the  two  words  star  and  hud,  thus  ; 
star  hud,  how  many  ideas,  or  mental  pictures,  do  I  call  up  to  you  ? 

Pupil, — Two. 

T. — Do  you  see  any  connection  between  these  ideas  ? 

J*.— No. 

T, — When  I  utter  the  two  words  hud  and  swelling,  thus :  hud  swell- 
ing, do  you  see  any  connection  in  the  ideas  they  stand  for? 

JP. — Yes,  I  imagine  that  I  see  a  bud  expanding,  or  growing 
larger. 

T.  — I  will  connect  two  words  more  closely,  so  as  to  express  a 
thought :  Buds  swell.  A  thought  has  been  formed  in  my  mind,  when 
I  say,  Buds  swell ;   and  these  two  words,  in  which  something  is  said 


A    lalk  oil  Language,  13 

of  sometliing  else,  express  that  thouglit,  and  make  what  we  call  a 
sentence.  In  the  former  expression,  hud  swelling,  it  is  assumed,  or 
taken  for  granted,  that  buds  perform  the  act ;  in  the  latter,  the  swell- 
ing is  asserted  as  a  fact. 

Leaves  falling.  Do  these  two  words  express  two  ideas  merely  as- 
sociated, or  do  they  express  a  thought  ? 

jP, — They  express  ideas  merely  associated. 

T- — Leaves  fall.  v 

Same  question. 

J*.  — A  thought. 

j;._Why  ? 

JP, — Because,  in  these  words,  there  is  something  said  or  asserted  of 
leaves. 

T, — When  I  say,  Falling  leaves  rustle,  does  falling  tell  what  is 
thought  of  leaves? 

J^.— No. 

T, — What  does  falling  do  ? 

J*. — It  tells  the  kind  of  leaves  ycu  are  thinking  and  speaking  of. 

T» — What  word  does  tell  what  is  thought  of  leaves  ? 

JP, — Rustle. 

T, — You  see,  then,  that  in  the  thought  there  are  two  parts ;  some- 
thing of  which  we  think,  and  that  which  we  think  about  it. 

Let  the  pupils  give  other  examples. 


14 


Graded  Lessons  in  English. 


Commit  to  memory  all  definitions. 

DEFINITIOX.— A  Sentence  is  the  expression  of  a  thought  in 
Words. 

Which  of  the  following  expressions  contain  words  that 
have  no  connection,  which  contain  words  onci^ely  associated, 
and  which  are  sentences  ? 


1.  Flowers  bloom. 

2.  Ice  melts. 

3.  Bloom  ice. 

4.  Grass  grows. 

5.  Brooks  babble. 

6.  Babbling  brooks. 

7.  Grass  soar. 

8.  Doors  open. 

9.  Open  doors. 

10.  Cows  graze. 

11.  Curling  smoke. 


12.  Sugar  graze. 

13.  Dew  sparkles. 

14.  Hissing  serpents. 

15.  Smoke  curls. 

16.  Serpents  hiss. 

17.  Smoke  curling. 

18.  Serpents  sparkles. 

19.  Melting  babble. 

20.  Eagles  soar. 

21.  Birds  chirping. 

22.  Birds  are  chirping. 


23.  Birds  chirp. 

24.  Gentle  cows. 

25.  Eagles  are  soaring. 

26.  Bees  ice, 

27.  Working  bees. 

28.  Bees  work. 

29.  Crawling  serpents. 

30.  Landscape  piano. 

31.  Serpents  crawl. 

32.  Eagles  clock. 

33.  Serpents  crawling. 


REVIEW  QUESTIONS. 

Illustrate,  by  the  use  of  a,  b,  and  p,  the  difference  between  the 
sounds  of  letters  and  their  names.  Letters  are  the  signs  of  what  ? 
What  is  an  idea  ?  A  spoken  icord  is  the  sign  of  what  ?  A  icritten 
uord  is  the  sign  of  what  ?  How  do  they  differ  ?  Between  what  four 
things  did  we  distinguish  in  Lesson  1  ? 

How  are  wioel  sounds  made?  How  are  the  two  kinds  of  consonant 
sounds  made  ?  What  are  vowels  ?  Name  them.  What  are  conso- 
nants f    Yi^hoX  \q  ariijicial  language,  ov  language  proper?    What  do 


A  Italy  sis.  1 5 

you  understand  by  natural  language?      What    is    English   gram- 
mar? 

What  three  kinds  of  expressions  are  spoken  of  in  Lessons  3  and  4  ? 
Give  examples  of  each.     What  is  a  sentence  ? 


ANALYSIS. 

On  the  following  sentences,  let  the  pupils  be  exercised  ac- 
cording to  the  model. 

Model. — Intemperance  degrades.  Why  is  this  a  sentence?  Aus. — Because  it  ex- 
presses a  thought.  Of  what  is  something  thought?  Ans. — Intemperance.  Which 
word  tells  what  is  thought  ?    Ans.— Degrades. 

1.  Magnets  attract.  5.  Sunbeams  dance.  9.  Grass  withers. 

2.  Horses  neigh.  6.  Heat  expands.  10.  Sailors  climb. 

3.  Frogs  leap.  7.  Sunlight  gleams.  11.  Rabbits  burrow. 

4.  Cold  contracts.  8.  Banners  wave.  12.  Spring  advances. 

You  see  that  in  these  sentences  there  are  two  parts.     The 
parts  are  the  Subject  and  the  Predicate, 


BEFINITION.— The  Subject  of  a  sentence  names  that  of 
wliich  something  is  thought. 

DEFINITION.— The  Predicate  of  a  sentence  tells  what  is 
thought, 

DEFINITION.— The  Analysis  of  a  sentence  is  the  separation 
of  it  into  its  parts. 

Analyze,  according  to  the  model,  the  following  sentences. 

Model.— stars  twinkle.  This  is  a  sentence,  because  it  expresses  a  thought  Stars  is 
the  subject,  because  it  names  that  of  which  something  is  thought  ;  twinkle  is  the  pred- 
icate, because  it  tells  what  is  thought. 


i6 


Graded  Lessons  in  English. 


1   Plants  droop. 

2.  Books  help. 

3.  Clouds  float, 

4.  Exercise  strengthens. 


5.  Rain  falls. 

6.  Time  flies. 

7.  Rowdies  fight. 

8.  Bread  nourishes. 


9.  Boats  capsize. 

10.  Water  flows. 

11.  Students  learn. 

12.  Horses  gallop. 


To  the  TeacJier.— Before  the  close  of  this  recitation,  let  the  teacher  prepare  the 
pupils  for  the  next  Lesson.   See  "  Hints  for  Oral  Instruction,"  below. 


ANALYSIS  AND  THE  DIAGRAM. 

Bints  for  Oral  Instrtiction.—I  will  draw  on  the  board  a  heavy  or  shaded 
line,  and  divide  it  into  two  parts,  thus: 


We  will  consider  the  first  part  as  the  sign  of  the  subject  of  a  sentence,  and  the 
second  part  as  the  sign  of  the  predicate  of  a  sentence. 

Now,if  I  write  a  word  over  the  first  line,  thus — (doing  it) — you  will  understand  that 
that  word  is  the  subject  of  a  sentence.  If  I  write  a  word  over  the  second  line,  thus — 
you  will  understand  that  that  word  is  the  predicate  of  a  sentence. 

Planets      ,     revolve 


The  whole  class  can  see,  by  looking  at  the  expression,  that  planets  revolve  is  a  sen- 
tence, that  planets  is  the  subject,  and  that  revolve  is  the  predicate. 

These  signs,  or  illustrations,  made  up  of  straight  lines,  we  call  Diaf/rants. 

When  we  write  the  diflereut  parts  of  a  sentence  over  the  lines  which  stand  for 
those  parts,  we  say  that  we  have  diagramed  the  sentence. 


DEFINITION.— A  Diagram  is  a  picture  of  tlie  offices  and  rela- 
tions of  the  different  parts  of  a  sentence. 

Anahjze  and  diagram  the  followiDg  sentences. 


1.  Waves  dash. 

2.  Kings  reign. 

3.  Fruit  ripens. 

4.  Stars  shine. 

5.  Steel  tarnishes. 

6.  Insects  buzz, 

7.  Paul  preached. 

8.  Poets  sing. 


9.  Nero  fiddled. 

10.  Larks  sing, 

11.  Water  ripples. 

12.  Lambs  frisk. 

13.  Lions  roar, 

14.  Tigers  growl. 

15.  Breezes  sigh. 
IG.  Carthage  fell. 


17.  Morning  dawns. 

18.  Showers  descended. 

19.  Diamonds  sparkle, 

20.  Alexander  conquered. 

21.  Jupiter  thunders. 

22.  Columbus  sailed, 

23.  Grammarians  differ. 

24.  Cornwallis  surrendered. 


Se7ttence-Bti  tiding. 


17 


%ia\ 


^m 


SENTENCE-BUILDING. 

You  have  now  learned  to  analyze  sentences,  that  is,  to 
separate  them  into  their  parts.  You  must  next  learn  to  put 
these  parts  together,  that  is,  to  huild  sentences. 

We  will  find  one  part,  and  you  must  find  the  other  and  do 
the  building. 

To  the  Teacher. — Let  some  of  the  pupils  write  their  sentences  on  the  board, 
while  others  are  reading  theirs.    Then  let  the  work  on  the  board  be  corrected. 

Correct  any  expression  which  does  not  make  good  sense,  or  which  asserts  something 
not  strictly  true;  for  tlie pupil  should  early  be  taught  to  think  accurately,  as  well  as  to 
write  and  speak  grammatically. 

Correct  all  mistakes  in  spelling,  and  in  the  use  of  the  capital  letter  and  the  period. 

Insist  on  neatness.    Collect  the  papers  before  the  recitation  closes. 

CAPITAL  LETTER— RULE.— The  first  word  of  every  sentence 
must  be^in  with  a  capital  letter, 

PERIOD— RULE.— A  27eriod  must  be  placed  after  every  sen- 
tence which  simply  afiirms,  denies,  or  expresses  a  command. 

Construct  sentences  by  supplying  a  subject  to  each  of  the 
following  predicates. 

Ask  yourself  the  question.  What  swim,  sinks,  hunt,  etc.  ? 


1. 
2. 
3. 

4. 
5. 
G. 

7. 
8. 


swim. 

sinks. 

hunt. 

skate. 

jingle. 

decay. 

climb. 

creep. 


9. 
10. 
11. 
12. 
13. 
14. 
15. 
16. 


run. 

walk. 

snort. 

kick. 

flashes. 

flatters. 

paddle. 

toil. 


17. 
18. 
19. 
20. 
21. 
22. 
23. 
24. 


terrifies. 

rages. 

expand. 

jump, 

hop. 

bellow. 

burns. 

evaporates. 


This  exercise  may  profitably  be  extended  by  requiring  the  pupils  to 
supply  several  subjects  to  each  predicate. 


i8 


Graded  Lessons  in  English- 


^ 


SENTENCE-BUILDING— Continued. 

Construct  sentences  by  supplying  i\  jn'edicate  to  eiicli  of  ihe 
■following  subjects. 

Ask  yourself  the  question,  Artists  do  what  ? 


1. 

2. 

3. 

4. 

5. 

G. 

7. 

8. 

9. 
10. 
11. 
12. 


Artists 

Sailors 

Tides . 

Whales  — 
Gentlemen 

Swine 

Clouds 

Girls  — — . 

Fruit -. 

Powder  — 

Hail . 

Foxes  — — . 


13. 
14 
15. 
IG. 
17. 
18. 
19. 
20. 
21. 
22. 
23. 
24. 


Water 
Frost  - 
Man  — 


Blood  - 
Kings  — 
Lilies  — 
Roses  — 
Wheels 
Waves  - 
Dew  — 
Boys  — 


Volcanoes 


25.  Storms 

2G.  Politicians 

27.  Serpents  — 

28.  Chimneys  - 

29.  Owls . 

SO.  Rivers 

31.  Nations  — 

32.  Indians  — 

33.  Grain . 

84.  Rogues  — 

35.  Rome . 

3G.  Briars 


This  exercise  may  be  extended  by  requiring  the  pupils  to  supply 
semral  predicates  to  each  subject. 


REVIEW  QUESTIONS. 

Of  what  two  parts  does  a  sentence  consist  ?  What  is  the  subject  of 
a  sentence  ?  What  is  the  predicate  of  a  sentence  ?  What  is  the  analy- 
sis of  a  sentence  ? 

What  is  a  diagram  ?  How  do  you  diagram  a  sentence  ?  What  is 
the  rule  in  Lesson  8,  for  capital  letters  ?     What  rule  for  the  period  f 


Analysis. 


19 


Impromptu   Exercise. 

Let  the  pupils  "  choose  sides,"  as  in  a  spelliug  match.  Let  the  teacher  select  pre- 
dicates from  Lesson  8,  and  give  them  alternately  to  the  i^upils  thus  arranged.  The 
fii'st  pupil  prefixes  to  his  word  whatever  suitable  subjects  he  can  think  of,  the  teacher 
judging  of  their  fitness  and  keeping  the  count.  This  pupil  now  rises  and  remains 
standing  until  some  one  else,  on  his  side  or  the  other,  shall  have  prefixed  to  his  word  a 
greater  number  of  apt  subjects.  The  strife  is  to  see  who  will  be  standing  at  the  close 
of  the  match,  and  which  side  shall  have  furnished  the  greater  number  of  subjects. 
The  exercise  may  be  continued  with  the  subjects  of  Lesson  9.  Each  pupil  is  to  be 
limited  to  the  same  time— one  or  two  minutes. 


ANALYSIS. 
The jyredicate  sometimes  contains  more  than  onetvord. 

Analyze  and  diagram  according  to  the  model. 

Model.— Socrates  was  poisoned. 


Socrates 


was  poiso7ied 


This  is  a  sentence,  because  it  expresses  a  thought.    Socrates  is  the  subject,  be- 
cu.u3e ;  was  poisoned  is  the  predicate,  because . 


1.  Napoleon  was  banished. 

2.  Andre  was  captured. 

3.  Money  is  circulated. 

4.  Columbus  was  imprisoned. 

5.  Acorns  are  sprouting. 

6.  Bells  are  tolled. 

7.  Summer  has  come. 

8.  Sentences  may  be  analyzed. 

9.  Clouds  are  reddening. 

10.  Air  may  be  weighed. 

11.  Jehovah  shall  reign. 

12.  Corn  is  planted. 


13.  Grammarians  will  differ. 

14.  Snow  is  falling. 

15.  Leaves  are  rustling. 

16.  Children  will  prattle. 

17.  Crickets  are  chirping. 

18.  Eclipses  have  been  foretold. 

19.  Storms  may  abate. 

20.  Deception  may  have  been  prac- 

21.  Esau  was  hated.  [ticed. 

22.  Treason  should  have  been  pun- 

23.  Bees  are  humming.  [ished. 

24.  Sodom  might  have  been  spared. 


20 


Graded  Lessons  in  English. 


Ts 


SENTENCE-BUILDING. 

Prefix  the  little  helping  words  in  the  second  column  to  such 
of  the  more  important  words  in  the  thii^d  column  as  with 
them  will  make  complete  predicates,  and  join  these  predicates 
to  all  subjects  in  i\\Q  first  column  with  which  they  will  unite 
to  make  good  sense. 


1 

2 

3 

Gen.  Lee 

are 

woven. 

Henry  Hudson 

was 

defeated. 

Sparrows 

can  be 

condensed. 

Comets 

is 

inhaled. 

Time 

have  been 

worn. 

Turbans 

niav  be 

slacked. 

-Lime 

has  been 

wasted. 

S'team 

could  have  been 

seen. 

Ail- 

must  have  been 

deceived. 

Carpets 

were 

quarreling 

^ 


^9 


Point  out  the  sulject  and  the^^recZ/c^^eof  each  sentence  in 
Lessons  28,  31,  34. 

Look  first  for  the  word  that  asserts,  and  then,  by  putting 
tcho  or  what  before  this  predicate,  the  siihject  may  easily  be 
found. 


Jo  the  Teacher.— Lei  this  exercise  be  continued  till  the  pupils  can  readily  point 
out  the  subject  and  the  predicate  in  any  simple  declarative  sentence. 


Classes  of  Words.  21 


When  this  can  be  promptly  done,  the  first  and  most  important  step  in  analysis  will 
have  been  taken. 

Introduce  the  class  to  the  Parts  of  Speech  before  the  close  of  this  recitation.  See 
"Hints  for  Oral  Instruction." 


CLASSES   OF  WORDS. 

Hints  for  Oral  Instruction.— By  the  assistance  of  the  few  hints  here  given, 
the  ingenious  teacher  may  render  this  usually  dry  subject  interesting  and  highly 
attractive.  By  questioning  the  pupil  as  to  what  he  has  seen  and  lieard,  his  interest 
may  be  excited  and  his  curiosity  awakened. 

Suppose  that  we  make  an  imaginary  excursion  to  some  pleasant  field  or  grove,  where 
we  may  study  the  habits,  the  plumage,  and  the  songs   of  the  little  birds. 

If  we  attempt  to  make  the  acquaintance  of  every  little  feathered  singer  we  meet, 
we  shall  never  get  to  the  end  of  our  pleasant  task  ;  but  we  find  that  some  resemble 
one  another  in  size,  shape,  color,  habits,  and  song.  These  we  associate  together  and 
call  them  sparrows. 

"We  find  others  differing  essentially  from  the  sparrows,  but  resembling  one  another. 
These  we  call  robins. 

We  thus  findjthat,  although  we  were  unable  to  become  acquainted  with  each  iwdimd- 
ual  bird,  they  all  belong  to  a  few  classes,  with  which  we  may  soon  become  familiar. 

It  is  so  with  the  words  of  our  language.  There  are  many  thousand  words,  all  of 
which  belong  to  eight  classes. 

These  classes  of  words  are  called  Parts  of  Speech, 

We  classify  birds  accordiug  to  their  form,  color,  etc.,  but  we  group  words  into 
c7asses,called  Parts  of  Speech,  with  respect  to  their  use  in  the  sentence. 

We  find  that  many  words  are  names.  These  we  put  in  one  class  and  call  them 
Hoiins. 

Each  pupil  may  give  the  name  of  something  in  the  room;  the  name  of  a  distin- 
guished person;  a  name  that  may  be  applied  to  a  class  of  persons;  the  name  of  an 
animal;  the  name  of  a  place;  the  name  of  a  river;  the  name  of  a  mountain;  the  namo 
of  something  which  we  cannot  see  or  touch,  but  of  which  we  can  think;  as,  beauty, 
mind. 

Remind  the  pupils  frequently  that  these  names  are  all  nouns. 


22  Graded  Lessons  in  Enzlisk, 


'&>' 


NOUNS. 
DEFINITION.— A  Noun  is  the  name  of  anything.* 

Write  in  columns,  headed  noims,  the  names  of  domestic 
animals,  of  garden  vegetables,  of  flowers,  of  trees,  of  articles 
sold  in  a  dry  goods  store,  and  of  things  that  cannot  be  seen 
or  touched  ;  as,  virtue,  time,  life. 

Write  and  arrange, according  to  the  following  model,  the 
names  of  things  that  can  float,  fly ,  lualk,  2Uork^  sit,  or  sing. 

Nouns. 

Cork         1 
Clouds       ! 
JiotfeZ.— Wood         \  floats  or  float. 
Ships 
Boys 

Such  expressions  as  Corh  floats  are  sente^ices,  and  the 
nouns  cork,  ship,  etc.,  are  the  subjects.  You  will  find  that 
every  subject  is  a  noun  or  some  word  or  words  used  for  a 
noim. 

Be  prepared  to  analyze  and  jo^nse  the  sentences  which  you 
have  made — naming  the  class  to  which  a  luord  belongs  is  the 
first  step  in  parsing. 

Model  for  A.naly sis, —This,  is  a  sentence,  because ;  cork  is  the  subject,  be- 
cause  ;  floats  is  the  predicate,  because . 

Parsing,— Cork  is  a  noun,  because  it  is  the  name  of  a  thing— the  bark  of  a  tree. 


*  We  shall  frequently  use  the  word  thing  as  we  do  here,  in  its  most  extensive 
sense,  applying  it  to  persons  as  well  as  to  other  objects.  We  have  for  this  the  war. 
rant  of  general  usage.    See  Webster  and  Worcester. 


Verbs.  23 


Select  and  write  all  the  nouns  in  the  sentences  given  in 
Lessons  28,  31,  34. 

Tell  why  they  are  nouns. 

In  writing  the  nouns,  observe  the  following  rule. 

CAPITAL  LETTER— RULE.— Every  proper  or  individual  name 
must  begin  with  a  capital  letter. 

REVIEW  QUESTIONS. 

What  is  treated  of  in  Lesson  11  ?  With  respect  to  what,  did  we 
classify  words  in  Lesson  14  ?  What  are  such  classes  called  ?  Can 
you  illustrate  this  classification  ?  What  are  all  names?  What  is  a 
noun  f  What  is  the^?'S^  step  in  parsing  ?  What  is  the  rule  given  in 
Lesson  15  ? 


VERBS. 

Hints  for  Oral  Instruction. —"^q  propose  to  introduce  you  now  to  anotlier 
class  of  words.     (The  teaclier  may  here  refer  to  the  talk  about  birds.) 

You  have  learned  that  one  very  large  class  of  words  consists  of  names  of  things. 
There  is  another  very  important  class  of  words  used  to  tell  what  these  things  do,  or 
used  to  express  their  existence. 

When  I  say,  Plants  grow,  is  grow  the  name  of  anything  ? 

J'.-No. 

T.— What  does  it  do  ? 

jP. — It  tells  what  plants  do.    It  expresses  action, 

T.  — When  I  say,  God  is,  what  does  is  express  ? 

J*. — It  expresses  existence  or  being. 

T. — When  I  say,  George  sleeps,  does  sleeps  express  action  or  tdng  ? 

JP. — It  expresses  being. 

T.— Yes,  it  expresses  being  and  something  more;  it  tells  the  condition,  or  state  in 
which  George  is,  or  exists,  that  is,  it  expresses  state  of  being. 

All  the  words  that  express  action,  being,  or  state  of  being,  we  call  Verbs. 


24 


Graded  Lessons  in  English, 


Let  the  teacher  write  nouns  on  the  board,  and  require  the  pupils  to  give  all  the 
•words,  of  which  they  can  think,  telling  what  the  things  named  can  do.  They  may  bo 
arranged  thus ; 


Noun. 


Plants 


Verbs. 

grow, 

droop, 

decay, 

flourish, 

revive. 


Each  pupil  may  give  a  verb  that  expresses  an  action  of 
the  body;  as,  weep,  sing  ;  an  action  of  the  mind;  as,  study, 
love;  one  that  expresses  being  or  state  of  being. 


DEFINITION.— A  Verb  is  a  word  that  asserts  action,  bein^, 
or  state  of  being-. 

The  office  of  the  yerb  in  all  its  forms,  except  two  (the 
participle  and  the  infinitive,  see  Lessons  48  and  49),  is  to 
assert.  This  it  does  whether  the  sentence  afiirms,  denies, 
or  asks  a  question. 

Supply, to  each  of  the  following  nouns,  as  many  appropri- 
ate verts  as  you  can  think  of 

Let  some  express  heing  or  state  of  'being. 


Water 
Vines  - 


Wind  — 
Farmers 


Pens  - 
Trees 


Parrots  — 

Ministers 


One  yerb  may  consist  of  two,  three,  or  four  words;  as,  is 
singing,  zvill  le  sung,  might  have  leen  sung. 

Eorm  verbs  by  combining  the  words  in  columns  2  and  3, 
and  add  these  yerbs  to  all  the  nouns  in  column  1  with  which 
they  appropriately  combine. 


1 

2 

3 

Laws 

has  been 

published. 

Clouds 

have  been 

paid. 

Food 

will  be 

restored. 

Health 

should  have  been 

preserved. 

Taxes 

may  be 

collected. 

Books 

are 

obeyed. 

Sentence-Biiildi7ig.  25 


The  examples  you  have  written  are  sentences;  the  nouns 
are  snhjeds,  and  the  verbs  are  i^redicates. 

As  verbs  are  the  only  words  that  assert,  every  predicate 
must  le  a  verb,  or  must  contain  a  verb. 

Be  prepared  to  analyze  and  parse  five  of  the  sentences 
wliich  you  have  written. 

Model.— Laws  are  obeyed.    Diagram  and  analyze  as  in  Lesson  11. 

Parsing. — Latos  is  a  noun,  because ;  are  obeyed  is  a  verb    because  it  ex- 
presses action. 


Select  and  write  all  the  verbs  in  the  sentences  given  in 
Lessons  28,  31,  34,  and  tell  why  they  are  verbs. 


SENTENCE-BUILDING. 

From  the  following  nouns  and  verbs,  build  as  many  sen- 
tences as  possible,  taking  care  that  every  one  makes  good 
sense. 

Poems,  was  conquered,  lambs,  rebellion,  stars,  forests,  shone,  were 
seen,  were  written,  treason,  patriots,  meteors,  fought,  were  discovered, 
frisk,  Cain,  have  fallen,  fled,  stream,  liav'e  crumbled,  day,  ages,  deer, 
are  flickering-,  are  bounding,  gleamed,  voices,  lamps,  rays,  were  heard, 
are  gathering,  tiine,  degitli,  friends,  is  coming,  wiii  come. 

To  the  Teacher.— Before  this  recitation  closes,  let  the  teacher  open  up  the  sub- 
ject of  Lesson  19.    See  "  Hints  for  Oral  Instruction." 


26  Graded  Lessons  in  English. 


PRONOUNS. 

Mints  for  Oral  Instruction.— We  propose  to  introduce  you  now  to  the  third 
part  of  speech. 

T.—lf  I  should  ask  who  whispered,  and  some  boy  should  promptly  confess,  what 
would  he  say  ? 

JP. — /whispered. 

T.— Would  he  mention  his  own  name  ? 

l>.-No. 

a'.— What  word  would  he  use  instead  ? 

JP.-/. 

T.— Suppose  that  I  had  spoken  to  that  boy  and  had  accused  him  of  whispering,  how 
should  I  have  addressed  him  without  mentioning  his  name  ? 

P. — You  whispered. 

T.— What  word  would  be  used  instead  of  the  name  of  the  boy  to  whom  I  spoke  ? 

J^.—You. 

T.— Suppose  that,  without  using  his  name,  I  had  told  you  what  he  did,  what  should 
I  have  said? 

I*. — He  whispered. 

T. — What  word  would  have  been  used  instead  of  the  name  of  the  boy  of  whom  I 
spoke  ? 

F.—He. 

(Repeat  these  questions  and  suppose  the  pupil  to  be  a  girl.) 

T. — If  I  should  tell  that  boy  to  close  his  book,  when  his  book  was  already  closed, 
what  could  he  say  without  mentioning  the  word  book  ? 

jP. — It  is  closed. 

T.— If  I  should  accuse  several  of  you  of  whispering,  and  one  should  speak  for  him- 
self and  for  the  others  whispering  with  him,  what  would  he  say  ? 

F. —  We  whispered. 

T.-  Suppose  that  a  boy  should  inform  me  that  all  of  the  boys  on  that  seat  had 
whispered,  what  would  he  say  ? 

JP.—They  whispered, 

/,  you,  he,  she,  it,  we,  and  they  are  not  names,  but  they  are  used  instead  of  names. 
We  call  such  words  Frono^tns. 


DEFINITION.— A  Pronoun  is  a  word  used  for  a  noun. 

CAPITAL  LETTERS— RULE.— The  words  I  and  O  should  be 
written  in  capital  letters. 


Modified  Subject,  27 


Analysis  and  Parsing. 

Model. — You  loill  he  rewarded. 

Oral  Analysis.— This  is  a  sentence, because ;  youis  the  subject,  because ; 

will  be  rewarded  is  tlie  predicate,  because . 

Parsing. — You  is  ^pronoun,  because  it  stands  for  the  name  of  the  person  spoken 
to;  will  be  rewarded  is  a  verb,  because . 

1.  We  tliink.  4.  I  study.  7.  He  was  punished, 

2.  She  prattles.  5.  You  have  been  seen.     8.  They  are  conquered. 

3.  Vv'e  have  recited.      6.  It  has  been  decided.      9.  Thou  art  adored. 

Compose  nine  similar  sentences,  using  a  pronoun  for  the 
subject  of  each,  and  write  them  on  diagrams. 

To  the  Tefflc/ier.— "Before  this  recitation  closes,  explain  "  Modified  Subject."    See 
"  Hints  for  Oral  Instruction." 


MODIFIED   SUBJECT. 

Hints  for  Oral  Instruct  ion»~Th.e  Sufject  and  the  Predicate  maybe  consid- 
ered as  the  foundation  on  which  every  sentence  is  built.  No  sentence  can  be  built 
without  them. 

You  have  already  learned  that  these  parts,  alone,  sometimes  make  a  complete 
structure;  but  we  are  about  to  show  you  that  they  are  often  used  as  the  foundation 
of  a  structure,  which  is  completed  by  adding  other  parts. 

I  hold  in  my  hand  several  pieces  of  metal,  with  letters  and  other  characters  stamped 
on  them.    What  do  you  say  I  have  in  my  hand  ? 

jp. — Money. 

T.— Yes.    What  other  word  can  you  use  ? 

2*.— Coin. 

T.— Yes.    I  will  write  on  the  board  this  sentence:  Coin  is  stamped. 


28  Graded  Lessons  in  English.  " 

The  subject  coin  is  a  general  name  for  all  such  pieces  of  metal.  I  will  write  the 
word  the  before  this  sentence.  The  coin  is  stamped.  I  have  now  made  an  assertion 
about  one  particular  coin,  so  the  meaning  of  the  subject  is  limited  by  joining  the 
word  the. 

I  can  again  limit  the  meaning  of  the  subject  by  putting  the  word  a  before  it.  The 
assertion  is  now  about  one  coin,  but  no  particular  one.  I  point  to  the  piece  near  me 
and  say,  This  coin  is  stamped.  I  point  to  the  one  farther  from  me  and  say,  That  coin 
is  stam,ped. 

When  words  are  joined  to  the  subject  to  limit  its  meaning,  we  say  that  the  subject 
is  modified. 

The  words  the,  a,  this,  and  tJiat  modify  the  subject  by  limiting  the  word  to  one  coin, 
or  to  one  particular  coin. 

We  can  modify  the  subject  by  joining  some  word  which  will  tell  what  kind  of  coin 
is  meant. 

Here  is  a  coin  dated  18 — .     We  can  say,  The  new  coin  is  stamped. 

Here  the  word  new  tells  what  kind  of  coin  is  meant. 

What  other  words  can  I  use  to  modify  coin  ? 

JP, — Beautiful,  bright,  new,  round,  silver. 

T.— These  words  beautiful,  bright,  new,  round,  and  silver  modify  the  subject  by  tell- 
ing the  qualities  of  the  coin. 

We  call  the  words  the,  beautiful,  etc.,  Modifiers. 


DEFOITIO^f .— A  Modifier  is  a  word  or  group  of  words  joined 
to  some  part  of  the  sentence  to  qualify  or  limit  the  meaning. 

The  Subject  with  its  3Iodifiers  is  called  the  Modified  Sub' 
Ject, 

ANALYSIS. 
Analyze  and  diagram  the  following  sentences. 

Model, — The  genial  summer  days  have  come. 

days  .      have  come 


A  nalysis.  29 


Explanation,  of  the  JDtaflrram.— Examine  the  diagram  carefully,  and  see 
what  it  pictures  to  you. 

The  two  lines  shaded  alike  and  placed  uppermost  stand  for  the  subject  and  the 
p7-edicate,  and  show  you  that  these  are  of  the  same  rank,  and  are  the  principal  parts 
of  the  sentence. 

The  lighter  lines,  placed  under  and  joined  to  the  subject  line,  stand  for  the  modi- 
fiers, the  less  important  parts,  and  show  you  what  is  modified. 

Oral  Analysis.— This  is  a  sentence,  because ;  cZ-tr/s  is  the  subject,  because 

;  have  come  is  the  predicate,  because ;  The,  genial,  and  summer  are  modifiers 


of  the  subject,  because  they  are  words  joined  to  the  subject  to  modify  its  meaning. 
The  genial  summer  days  is  the  modified  subject. 

1.  The  angry  wind  is  howling. 

2.  The  dead  leaves  fall. 

3.  The  dark  clouds  lower. 

4.  The  tall  elm  bends. 

5.  All  men  must  die. 

6.  The  lusty  bellows  roared. 

7.  A  boding  silence  reigned, 

8.  Little  Arthur  was  murdered. 

9.  The  mighty  rock  was  uprooted. 

10.  The  fragile  violet  was  crushed, 

11.  A  beautiful  marble  statue  v/as  carved, 
13.  The  turbid  torrent  roared. 

13.  The  affrighted  shepherds  fled. 

14.  The  vivid  lightning  flashes, 

15.  Those  eles:ant  Etruscan  vases  are  broken. 


-o"^ 


REVIEW  QUESTIONS. 

What  is  a  terl  ?  Give  examples  of  verbs  of  action.  Of  being.  Of 
state  ofbeing.  Maya  verb  consist  of  more  than  one  word?  Illus- 
trate. Verbs  are  the  only  words  that  do  what  ?  What  must  every 
predicate  contain  ? 

What  part  of  speech  is  spoken  of  in  Lesson  19  ?  What  is  a  pro- 
noun 1    Give  the  rule  for  writing  the  words  /and  0. 

What  is  the  foundation  on  which  every  sentence  is  built  ?  May 
the  subject  be  modified  ?  What  is  a  modifier  f  What  is  the  modified 
giibject  ? 


30  Graded  Lessons  in  English. 


m  9 


SENTENCE-BUILDING. 


We  have  here  prepared  the  fomulations  of  sentences  whicli 
you  are  to  complete  by  writing  two  or  more  suitable  modifi- 
ers to  each  subject.  Be  careful  to  choose  and  arrange  your 
material  so  as  to  make  a  ]ieat  and  appropriate  structure. 


UM-l> 

That  lofty  eminence  was  reached. 

1.       - 

—  speaker  was  applauded. 

6.  - 

—  houses  are  built. 

2.  - 

—  difficulties  were  overcome. 

7.  - 

—  soldier  perished. 

3.  - 

—  leaf  trembles. 

8.  - 

—  opinions  prev^ailed 

4.  - 

—  accident  happened. 

9.  - 

—  leader  fell. 

5.  - 

—  books  should  be  read. 

10.  - 

—  task  is  completed. 

For  other  subjects  and  predicates,  the  teacher  is  referred  to  Lessons  7  and  11, 

Build  sentences  by  prefixing  modified  suljects  to  the  fol- 
lowing predicates. 

1. frolic.    3.  are  dashing.    5.  escaped.    7.  —  flourished. 

2.  crawl.    4. was  caught.     C. chatter.     8. whistles. 

Build,  on  each  of  the  following  subjects,  three  senten- 
ces similar  to  those  in  the  model. 


Model. sun 


The  bright  sun  is  shining. 
The  glorious  sun  has  j-isen. 
The  unclouded  sun  is  sinking. 

1.  snow .  2.  —  dew .  3. wind .  4. landscape  — -. 

To  the  TcacJier. —VleaBe  take  notice  that  the  next  Lesson  begins  with  "  Hints  for 
Oral  Instruction." 


Adjectives. 


31 


ADJECTIVES. 

Hints  for  Oral  Instruction.— Yon  are  now  prepared  to  consider  the  fourth 
pari  of  speech.  Those  words  which  are  added  to  the  subject  to  modify  its  mean- 
ing arc  called  Attjectives. 

Some  grammarians  have  formed  a  separate  class  of  the  little  words  the,  and  an  or 
a,  calling  them  articles. 

I  will  write  the  word  boys  on  the  board,  and  you  may  name  adjectives  which  will 
appropriately  modify  it.    As  you  give  them,  I  wUl  write  these  adjectives  in  a  column. 

Adjectives. 
small 
large 
white 
black 

straight  ^boys. 
crooked 
five 
some 
all 


"What  words  here  modify  hoys  by  adding  the 
idea  of  size?  what  by  adding  the  idea  of  color  1 
what  by  adding  the  idea  of  form?  what  by 
adding  the  idea  of  number  ? 

What  are  such  words  called  ?    and  why  ? 


Let  the  teacher  name  familiar  objects  and  require  the  pupils  to  join  appropriate 
adjectives  to  the  names  till  their  stock  is  exhausted. 


DEFINITION.—An  Adjective  is  a  word  used  to  modify  a  noiui 
r  a  pronoun. 

Analysis  and  Parsing. 

JHodel, — A  fearful  storm  was  raging.    Diagram  and  analyze  as  in  Lesson  20. 


Written    Parsing, 


Nouns, 
Btorm 


Pronouns. 


Adjectives, 

A 
feariul 


Verbs. 
was  raging. 


Oral  Parsing,— A  is  an  adjective,  because  it  is  joined  to  the  noun  storm  to  mod- 
ify its  meaning;  fearful  is  an  adjective,  because  — ~-;  storm  is  a  noun,  because ; 

V)p.8  raging  is  a  verb,  becauoe  — -. 


32  Graded  Lessons  in  English. 

1.  The  rosy  morn  advances. 

2.  The  humble  boon  was  obtained. 

3.  An  unyielding  firmness  was  displayed. 

4.  The  whole  earth  smiles. 

5.  Several  subsequent  voyages  were  made. 

6.  That  burly  mastiff  must  be  secured. 

7.  The  slender  greyhound  was  released. 

8.  The  cold  November  rain  is  falling. 

9.  That  valuable  English  watch  has  been  gold. 

10.  I  alone  have  escaped. 

11.  We  both  wept. 
13.  We  all  consented. 

13.  That  dilapidated  old  wooden  building  has  fallen. 

When  the  subject  is  a  ]jronou7i,  the  adjective  commonly 
follows  it.     Pronouns  are  not  often  modified. 


SENTENCE-BUILDING. 
Prefix  five  adjectives  to  each  of  the  following  nouns. 
Shrubs,  wilderness,  beggar,  cattle,  cloud. 

Write  ten  sentences  with  modified  subjects,  using  in  each 
two  or  more  of  the  following  adjectives. 

A,  an,  the,  heroic,  one,  all,  many,  every,  either,  first,  tenth,  frugal, 
great,  good,  wise,  honest,  immense,  square,  circular,  oblong,  oval, 
mild,  virtuous,  universal,  sweet,  careless,  fragrant. 

Write  five  sentences  with  modified  subjects,  each  of  which 
shall  contain  one  of  the  following  words  as  a  subject. 

Chimney,  hay,  coach,  robber,  horizon. 


Modified  Predicates,  33 


An  and  a  are  forms  of  the  same  word, once  spelled  «?i,  and 
meaning  one.  After  losing  something  of  this  force,  an  was 
still  used  before  vowels  and  consonants  alike  ;  as,  an  eagle, 
an  ball,  an  hair,  an  nse.  Still  later,  and  for  the  sake  of  ease 
in  speaking,  the  word  came  to  have  the  two  forms  mentioned 
above;  and  a?j  was  retained  before  letters  having  vowel  sounds, 
but  it  dropped  its  n  and  became  a  before  letters  having  con- 
sonant sounds.     This  is  the  present  usage. 

Correct  these  errors. 

A  apple  ;  a  obedieDt  child  ;  un  brickbat  ;  an  busy  boy. 

Correct  these  errors. 
A  heir  ;  a  hour  ;  a  honor. 
Notice,  the  first  letter  of  these  words  is  silent. 

Correct  these  errors. 

An  unit ;  an  utensil ;  an  university  ;  an  ewe ;  an  ewer  ;  an  union ; 
an  use  ;  an  history  ;  an  one. 

Unit  begins  with  the  sound  of  the  consonant  y;  and  one,,  with  that  of  w. 

Some  authors  still  use  an  before  such  words  as  historical, 
use,  one,  but  most  modern  writers  follow  what  we  have  called 
present  usage. 


ESSOIN  £.-.. 

MODIFIED     PREDICATES. 

Hints  for  Oral  Instruction.— I  will  now  show  you  how  the  prediccUe  of  a 
sentence  may  be  modified. 

Tke  ship  sails  gracefully.  What  word  is  here  joined  to  sails  to  tell  the  manner 
of  sailing? 

jp.-  Gracefully. 

T.~  riic  ship  sails  immediately.  What  word  is  here  joined  to  sails  to  tell  the  time  of 
Bailing  ? 


34  Graded  Lessons  m  English. 

JP.  — Immediaiely. 

T.—The  ship  sails  homeward,  Wliat  word  is  here  joined  to  sails  to  tell  tlie  direction 
of  sailing? 

JP, — Homeward. 

T, — These  words  gracefully,  immediaMy,  and  homeward  are  modifiers  of  the  predi- 
cate.   In  the  first  sentence,  sails  gracefully  is  the  Modified  Jfredicate. 

Let  the  iollowiug  modifiers  be  written  ou  the  board  as  the  jjupil  suggests  them. 

'  instantly. 

soon. 

daily. 

hither 

,  '  Which  words  indicate  the  time  of  sailing  ?  Which, 

The  ship  sails    ^    ^nc  ,  the  place?    Which,  the  manner? 

there.  *^ 

rapidly. 

smoothly. 

.  well. 

The  teacher  may  suggest  predicates,  and  require  the  pupils  to  find  as  many  appro- 
priate modifiers  as  they  can. 


The  Predicate  with  its  modijfiers  is  called  the  Modified 
Predicate, 

Analysis  and  Parsing. 

Analyze  and  diagram  the  following  sentences,  and  parse 
the  nonns,  pronouns,  verbs,  and  adjectives. 

Model,  —The  letters  were  rudely  carved. 

letters        ,     were  carved 


WHtten  Parslwf?.— See  Model,  Lesson  22. 

Oral  Analysis.— This  is  a  sentence,  because ;  letters  is  the  subject,  because — ; 

Mucit  carved  is  the  predicate,  because- — ;  The  is  a  modifier  of  the  subject,  because ; 

rudely  is  a  modifier  of  the  predicate,  because—;  The  Utters  is  the  modified  subject, 
were  redely  carwd  is  the  mqdified  predicaie. 


Analysis  and  Parsing. 


1.  He  spoke  eloquently. 

2.  She  chattered  incessantly. 

3.  They  searched  everywhere. 

4.  I  shall  know  presently. 

5.  The  bobolink  sings  joyously. 

6.  The  crowd  cheered  heartily. 

7.  A  great  victory  was  finally  won. 

8.  Threatening  clouds  are  moving  slowly. 

9.  The  deafening  waves  dash  angrily. 

10.  These  questions  may  be  settled  peaceably. 

11.  The  wounded  soldier  fought  bravely. 

12.  The  ranks  were  quickly  broken. 

13.  The  south  wind  blows  softly. 

14.  Times  will  surely  change. 

15.  An  hour  stole  on. 


ESSO? 

ANALYSIS  AND  PARSING. 
One  Modifier    joined    to   Another. 

Analyze  and  diagram  the  following  sentences,  and  parse 
the  nouns,  pronouns,  adjectives,  and  verbs. 

Model. — Tlie  frightened  animal  fied  still  more  rapidly. 


aium 


fled 


Explanation  of  the  Diagram,— liiotice  that  the  three  lines   forming  this 
group  all  slant  the  same  way  to  show  that  each  stands  for  a  modifying  word.    Tba 


36  Graded  Lessons  hi  English. 


line  standing  for  the  principal  word  of  the  groiip  is  joined  to  the  predicate  line. 
The  end  of  each  of  the  other  two  lines  is  broken,  and  turned  to  touch  its  principal 
at  an  angle. 


-■o* 


Oral  Analysis.— This  is  a  sentence,  because ;  animal  is  the  subject,  because 

-;  fled  is  the  predicate,  because ;  The  and  frightened  are  modifiers  of  the  subject. 


because ;  still  more  rapidly  is  a  modifier  of  the  predicate,  because  it  is  a  group 

of  words  joined  to  it  to  limit  its  meaning  ;  rapidly  is  the  principal  word  of  the 
group;  more  modifies  rapidly,  and  still  modifies  more  ;  The  frightened  animal  is  the 
modified  subject  ;  fled  still  more  rapidly  is  the  modified  predicate. 

1.  The  crocus  flowers  very  early. 

2.  A  violet  bed  is  budding  near. 

3.  The  Quakers  were  most  shamefully  persecuted. 

4.  Perhaps  lie  will  return. 

5.  We  all  laughed  very  heartily. 

6.  The  yellow  poplar  leaves  floated  down. 

7.  The  wind  sighs  so  mournfully. 

8.  Few  men  have  ever  fought  so  stubbornly. 

9.  The  debt  will  probably  be  paid. 

10.  The  visitor  will  soon  be  here. 

11.  That  humane  project  was  quite  generously  sustained. 
13.  A  perfectly  innocent  man  was  very  cruelly  persecuted. 

REVIEW    QUESTIONS. 

What  is  an  adjective  ?  What  are  the  words  an  or  a,  and  the  called 
by  some  grammarians  ?  When  is  a  used,  and  when  an  ?  Give  exam- 
ples of  their  misuse. 

What  is  the  modified  predicate  f  Give  an  example.  Give  an  exam- 
pie  of  one  modifier  joined  to  another. 


Select  your  subjects  from  Lesson  9,  and  construct  twenty 
sentences  having  modified  subjects  and  modified  predicates. 


Adverbs.  37 


Impromptu  Exercise. 

Select  sentences  from  Lessons  6,  7,  and  11,  and  conduct  the  exercise  as  directed  in 
Lesson  10.  Let  the  strife  be  to  see  who  can  supply  the  greatest  number  of  modifiers 
to  the  subject  and  to  the  predicate.     The  teacher  can  vary  this  exercise. 


ADVERBS. 

Hints  for  Oral  Instruction,— Yon  have  learned,  in  the  preceding  Lessons, 
that  the  meaning  of  the  predicate  may  be  limited  by  modifiers,  and  that  one  modifier 
may  be  joined  to  another.  Words  used  to  modify  the  predicate  of  a  sentence  and 
those  used  to  modify  modifiers  belong  to  one  class,  or  one  part  of  speech,  and  are 
called  Adverbs. 

T. — She  decided  too  hastily.    What  word  tells  how  she  decided  ? 

jp. — Hastily. 

T.— What  word  tells  how  hastily  ? 

JP.— Too. 

T.— What,  then,  are  the  words  too  and  hastily  ? 

JP. — Adverbs. 

T. — Too  much  time  has  been  wasted.  What  word  modifies  mucJi  by  telling  how 
much? 

P.  —Too. 

T. — "What  part  of  speech  is  much? 

JP.— An  adjective. 

T.— What,  then,  is  too  ? 

JP. — An  adverb. 

T.— Why  is  too  in  the  first  sentence  an  adverb  ?    Why  is  too  in  the  second  sentenca 
an  adverb  ?    Why  is  hastily  an  adverb  ? 

Let  the  teacher  use  the  following  and  similar  examples,  and  continue  the  questions. 
He  thinks  so.     So  mtich  time  has  been  wasted. 

Let  the  teacher  give  verbs,  adjectives,  and  adverbs,  and  require  the  pupils  to  mod- 
ify  them  by  appropriate  adverbs. 


DEFIMTION.— ^»t  Adverb  is  a  word  used  to  modify  a  yerb, 
an  acyective,  or  an  adverb. 

Analysis  and  Parsing. 
Analyze,  diagram,  and  parse  the  following  sentences. 


38  Graded  Lesso7is  in  Eftglisk 

3todel. — We  have  all  been  very  agreeably  disappointed.    Diagram  as  in  Lesson  25 
For  Written  Parsing,  use  Model,  Lesson  22,  adding  a  column  for  adverbs. 

Oral  Parsing.  — We  is  a  pronoun,  because ;  have  been  disappointed  is  a  verb, 

because ;  all  is  an  adjective,  because ;  very  is  an  adverb,  because  it  is  joined 

to  the  adverb  agreeably  to  tell  how  agreeably ;  agreeably  is  an  adverb,  because  it  is 
joined  to  the  verb  have  been  disappointed  to  indicate  manner. 

1.  The  plougli-boy  plods  homeward. 

2.  The  water  gushed  forth. 

3.  Too  much  time  was  wasted. 

4.  She  decided  too  hastily,  (— 

5.  You  should  listen  more  attentively. 

6.  More  difficult  sentences  must  be  built, 

7.  An  intensely  painful  operation  was  performed. 

8.  The  patient  suffered  intensely. 

9.  That  story  was  peculiarly  told. 

10.  A  peculiarly  interesting  story  was  told. 

11.  An  extravagantly  high  price  was  paid. 

12.  That  lady  dresses  extravagantly. 

The  pupil  will  notice,  that,  in  some  of  the  examples  above, 
the  same  adverb  modifies  an  adjective  in  one  sentence  and 
an  adverb  in  another,  and  that,  in  other  examples,  an  adjec- 
tive and  a  verb  are  modified  by  the  same  word.  You  may 
learn  from  tliis  why  such  modifiers  are  grouped  into  one 
class. 


ANALYSIS  AND  PARSING. 
Miscellaneous  examples  for  review. 

1.  You  must  all  diagram  neatly. 

2,  The  sheaves  are  nearly  gathered. 


Sentence -Building.  39 


3.  The  wlieat  is  duly  garnered. 

4.  The  fairies  were  called  together. 

5.  The  birds  chirp  merrily. 

6.  This  reckless  adventurer  has  returned. 

7.  The  wild  woods  rang, 

8.  White  fleecy  clouds  are  floating  above. 

9.  Those  severe  laws  have  been  repealed. 

10.  A  republican  government  was  established. 

11.  An  unusually  large  crop  had  just  been  harvested. 

12.  She  had  been  waiting  quite  patiently. 

13.  A  season  so  extremely  warm  had  never  before  been  known. 
14   So  brave  a  deed  *cannot  be  too  warmly  commended. 


.09 


SENTENCE-BUILDING. 
MlSCELLAN"EOUS  EXERCISES  FOR  REVIEW. 

Build  sentences  containing  the  following  adverbs. 

Hurriedly,  solemnly,  lightly,   well,  how,  somewhere,  abroad,   for- 
ever, seldom,  exceedingly. 

Using  the  following  subjects  and  predicates  as  founda- 
tions, build  six  sentences  having  modified  subjects  and 
modified  predicates,  two  of  which  shall  contain  adverbs 
modifying  adjectives ;  two,  adverbs  modifying  adverbs ;  and 
two,  adverbs  modifying  verbs. 

1. boat  glides ,  4. elephant  was  captured . 

2. cloud  is  rising .  5. streams  flow . 

3. breezes  are  blowing .  6. spring  has  opened . 


We  here  give  you,  in  classes,   the  material  out  of  which 

*  Can  he  commended  is  the  verb,  and  not  is  an  adverb. 


40 


Graded  Lessons  in  English. 


you  are  to  build  five  sentences  with  modified  subjects  and 
modified  predicates. 

Select  the  subject  and  the  predicate  first. 

Jiouns  and 
Pronouns. 
branch 
coach 
thej 
we 
games 


-'  Verbs, 
was  running 
were  played 
cried 

is  growing 
cheered     > 


Adjectives. 
large,  that 
both,  the 
all,  an 
several,  a 


amusing 


Adverhs. 
lustily 
downward 
very 
rapidly 
not,  loudly,  then 


ERRORS  FOR  CORRECTION. 

Caution,— ^\\QTi  two  or  more  adjectives  are  used  with 
a  noun,  care  must  be  taken  in  their  arrangement.  If  tliere 
is  any  difierence  in  their  relative  importance,  place  nearest 
the  noun  the  one  that  is  most  intimately  connected  with  it. 

To  the  Teacher. — We  have  in  mind,  here,  those  numerous  cases  where  one  adjec- 
tive modifies  the  noun,  and  the  second  modifies  the  noun  as  limited  by  the  first.  All 
ripe  apples  are  picked.  Here  ripe  modifies  apples,  but  all  modifies  apples  limited  by 
ripe.    Not  all  apples  are  picked,  but  only  all  that  are  ripe. 

Correct  the  following  errors  of  position. 

A  wooden  pretty  bowl  stood  on  the  table. 
The  blue  beautiful  sky  is  cloudless. 
A  young  industrious  man  was  hired. 
The  new  marble  large  house  was  sold. 

Caution, — When  the  adjectives  are  of  the  same  rank, 
place  them  where  they  will  sound  the  best.  This  will  usually 
be  in  the  order  of  their  length — the  longest  nearest  the  noun. 


Phrases  introduced  by  Prepositions,  \\ 

Correct  these  errors. 

An  entertaining   and  fluent  speaker  followed.     An  enthusiastic^ 
noisy,  large  crowd  was  addressed. 

Caution, — Do  not  use  the  pronoun  them  for  tlie  ad- 
jective those. 

Correct  these  errors. 

Them  books  are  nicely  bound.     Them  two  sentences  should  be  cor- 
rected. 
Correct  the  following  miscellaneous  errors. 

arouse,  o  romans 

hear,  o  israel 

it  is  I 

i  may  be  Mistaken 

you  Have  frequently  been  warned 

some  Very  savage  beasts  have  been  Tamed 

REVIEW    QUESTIONS. 

What  is  an  adverb  f  Give  an  example  of  an  adverb  modifying  an 
adjective  ;  one  modifying  a  verb  ;  one  modifying  an  adverb.  Why  are 
such  expressions  as  a  wooden  pretty  howl  faulty  ?  Why  is  an  enthusi- 
astic, noisy,  large  crowd  faulty  ?  Why  is  them  hooks  wrong?  Why  is 
i  may  he  Mistaken  wrong  ?     Why  is  hear,  o  israel,  wrong  ? 

Let  the  teacher  ask  the  Review  Questions  given  in  previous  Lessons. 


PHRASES    INTRODUCED   BY  PREPOSITIONS. 

JTints  for  Oral  Instruction.— In  the  preceding  Lessons,  you  have  learned 
tbat  several  words  may  be  grouped  together  and  used  as  one  modifier.  In  the  exam- 
ples given,  the  principal  word  is  joined  directly  to  the  subject  or  to  the  predicate, 
and  this  word  is  modified  by  another  word.  In  this  Lesson,  also,  groups  of  words 
are  used  as  modifiers,  but  these  words  are  not  united  with  one  another,  or  with  the 
word  which  the  group  modifies,  just  as  they  are  in  the  preceding  Lessons. 

I  will  write  on  the  board  this  sentence;  De  Solo  marched  into  Florida, 


42  Graded  Lessons  in  English. 

T.— What  tells  where  De  Soto  marched  ? 

P. — Into  Florida. 

T. — What  is  the  principal  word  of  the  group  ? 

J*. — Florida. 

T. — Is  Florida  joined  directly  to  the  predicate,  as  rapidly  was  inXesson  25  ? 

P.— No. 

T. — What  little  word  comes  in   to  unite  the  modifier  to  marched  ? 

I'.—Into. 

T.— Does  Florida  alone,  tell  where  he  marched  ? 

J'.— No. 

T.— Does  into  alone,  tell  where  he  marched  ? 

-P.— No. 

T.— These  groups  of  related  words  are  called  I*hra8€s.  Let  the  teacher  draw  on 
the  board  the  diagram  of  the  sentence  above. 

Phrases  of  the  form  illustrated  in  this  diagram  are  the  most  common,  and  they  per- 
form a  very  important  function  in  our  language. 

Let  the  teacher  frequently  call  attention  to  the  fact,  that  all  the  words  of  these 
phrases  are  taken  together  to  perform  one  distinct  office. 

A  phrase  modifying  the  subject  is  equivalent  to  an  adjective,  and,  frequently,  may 
be  changed  into  one.  The  dew  of  the  morning  has  passed  away.  What  word  may  be 
used  for  the  phrase  of  the  morning  ? 

JP.— Morning. 

T.— Yes.    The  morning  dew  has  passed  away. 

A  phrase  modifying  the  predicate  is  equivalent  to  an  adverb,  and,  frequently,  may 
be  changed  into  one.  We  will  go  to  that  place.  What  word  may  be  used  for  the  phrase, 
to  that  place  ? 

P.  -There. 

T.— Yes.    We  will  go  there. 

Change  the  phrases  in  these  sentences. 

A  citizen  of  America  was  insulted. 

We  ivalked  toward  home. 

Let  the  teacher  write  on  the  board  the  following  words,  and  require  the  pupils  to 
add  to  each,  one  or  more  words  to  complete  a  phrase,  and  then  to  construct  a  sen- 
tence in  which  the  phrase  may  be  properly  employed  :  To,  from,  by,  at,  on,  with,  in, 
into,  over. 


DEFINITION.— A  Phrase  is  a  group  of  words  denoting  related 
ideas,  but  not  expressing  a  thowg-ht. 

Analysis  and  Parsing. 

Analyze  the  following  sentences,  and  parse  the  nouns, 
pronouns,  adjectives,  verbs,  and  adverbs. 


Analysis.  43 

Model.— The  finest  trout  in  (he  lake  are  generally  caught  in  the  deepest  water. 

trout         ,     are  caught 


J^xplanation  of  the  Diagram.— Yon  will  notice  that  the  diagram  of  \hephrase 
is  made  up  of  a  slanting  line,  standing  for  the  introductory  and  connecting  word,  and 
a  horizontal  line,  representing  the  principal  word.  Under  the  latter,  are  placed  the 
little  slanting  lines  standing  for  the  modifiers  of  the  principal  word.  Here  and  else- 
where, all  modifiers  are  joined  to  their  principal  words  by  slanting  lines. 

Oral  Anali/sis. —This  is  a  sentence,  because ;  trout  is  the  subject,  because 

■  ;  are  caught  is  the  predicate,  because ;  the  words  The  and  finest,  and  the  phrase. 


in  the  lake,  are  modifiers  of  the  subject,  because ;  the  word  generally,  and  the  phrase, 

in  the  deepest  water,  are  modifiers  of  the  predicate,  because ;  in  introduces  the  first 

phrase,  and  lake  is  the  principal  word;  in  introduces  the  second  phrase,  and  water  la 
the  principal  word;  tteand  deepest  are  modifiers  of  loater;  The  finest  trout  in  the  lake 
is  the  modified  subject,  and  are  generally  caught  in  the  deepest  water  is  the  modified 
predicate, 

1.  The  gorilla  lives  in  Africa. 

2.  It  seldom  rains  in  Egypt. 

3.  The  Pilgrims  landed  at  Plymouth, 

4.  The  wet  grass  sparkled  in  tlie  light. 

5.  The  little  brook  ran  swiftly  under  the  bridge. 
C.  Burgoyne  surrendered  at  Saratoga. 

7.  The  steeples  of  the  village  pierced  through  the  dense  fog. 

8.  The  gloom  of  winter  settled  down  on  everything. 

9.  A  gentle  breeze  blows  from  the  south. 

10.  The  temple  of  Solomon  was  destroyed. 

11.  The  top  of  the  mountain  is  covered  with  snow. 

12.  The  second  Continental  Congress  convened  at  Philadelphia. 


44  Graded  Lessons  in  English, 


SENTENCE-BUILDING. 

Build  sentences,  employing  the  following  plirases  as  modi- 
fiers. 

To  Europe,  of  oak,  from  Albany,  at  the  station,  tlirougL.  tlie  fields, 
for  vacation,  among  the  Indians,  of  the  United  States. 

Supply,  to  the  following  predicates,  subjects  modified  by 

phrases. 

is  situated  on  the  Thames.  was  received. 

has  arrived.  has  just  been  completed. 

was  destroyed  by  an  earthquake,     may  be  enjoyed. 

Supply,  to  the  following  subjects,  predicates  modified  by 

phrases. 

Iron .  The  Bible .  Paul . 

The  trees .  Su^ar .  Strawberries . 


•to 


Squirrels .  Cheese .  The  mountain . 

Write  five  sentences,  each  of  which  shall  contain  one  or 
more  phrases  used  as  modifiers. 


\m^ 


SENTENCE  -BUILDING. 

Re-write  the  following  sentences,  changing  the  italicized 
words  into  equivalent  phrases. 


Model.— k  golden  image  was  made. 

An  image  of  gold  was  made. 


Prepositions.  45 

aa«a^  ^1^»^^M^—  - ■  ■  III  .      I.  — 

You  will  notice  that  the  adjective  golden  was  placed  before  the  subject,  but,  when 
changed  to  a  phrase,  it  followed  the  subject. 

1.  The  book  was  carefully  read. 

2.  The  old  soldiers  fought  courageously. 

3.  A  group  of  children  were  strolling  homeward. 

4.  No  season  of  life  should  be  spent  idly. 

5.  The  English  ambassador  has  just  arrived. 

6.  That  generous  act  was  liberally  rewarded. 

Change  the  following  adjectives  and  adverbs  into  equiva- 
lent phrases,  and  employ  the  phrases  in  sentences  of  your 
own  building. 

Wooden,  penniless,  eastward,  somewhere,  here,  evening,  every- 
where, yonder,  joyfully,  wintry. 

Make  a  sentence  out  of  the  words  in  each  line  below. 

Boat,  waves,  glides,  the,  the,  over. 

He,  Sunday,  church,  goes,  the,  on,  to. 

Year,  night,  is  dying,  the,  the,  in. 

Qualities,  Charlemagne,  vices,  were  alloyed,  the,  great,  of,  with. 

Indians,  America,  intemperance,  are  thinned,  the,  out,  of,  by. 


PREPOSITIONS. 

M.ints  for  Oral  Instruction.— In  the  preceding  Lessons,  the  little  words 
which  were  placed  before  nouns,  thus  forming  phrases,  belong  to  a  class  of  words 
called  Prepositions.  You  noticed  that  these  words,  which  you  have  now  learned  to 
call  prepositions,  served  to  introduce  phrases.  The  preposition  shows  the  relation 
of  the  idea  expressed  by  the  principal  word  of  the  phrase  to  that  of  the  word  which 
the  phrase  modifies.     It  serves,  also,  to  connect  these  words. 

In  the  sentence,  The  squirrel  ran  up  a  tree,  what  word  shows  the  relation  of  the  act 
of  running,  to  the  tree  ? 

Ans.     Up. 


46  Graded  Lessons  in  EnglisJi. 

other  words  may  be  used  to  express  different  relations.  Eepeat,  nine  times,  the 
sentence  above  given,  supplying,  in  the  place  of  vp,  each  of  the  following  preposi- 
tions :  Around,  behind,  down,  into,  over,  through,  to,  under,  from. 

Let  this  exercise  be  continued,  using  such  sentences  as.  T he  manwentiiito  the  house  ; 
The  ship  sailed  toward  the  bay. 


DEFINITION.— A  Preposition  is  a  word  which  introduces 
a  phrase  modifier,  and  sliows  the  relation,  in  sense,  of  its  principal 
word  to  the  word  inodiHed. 

Analysis  and  Parsing. 

Model.— Floivers  preach  to  us. 

JFor  Analysis  and  Diagram,  see  Lesson  31. 

For  Written  Parsing,  see  Lesson  22.    Add  the  needed  columns. 

Oral  Far  sing, ^Flowers  is  a  noun,  because ;  preach  is  a  verb,  because ; 

to  is  2i,  preposition,  because  it  shows  the  relation,  in  sense,  between  us  3x16.  preach  ;  tis 
is  a  pronoun,  because  it  is  used  instead  of  the  name  of  the  speaker  and  the  names  of 
those  for  whom  he  speaks. 

1.  The  golden  lines  of  sunset  glow. 

2.  A  smiling  landscape  lay  before  us. 
8.  Columbus  was  born  at  Genoa, 

4.  The  forces  of  Hannibal  were  routed  by  Scipio. 

5.  The  capital  of  New  York  is  on  the  Hudson. 
C.  The  ships  sail  over  the  boisterous  sea. 

7.  All  names  of  the  Deity  should  begin  with  capital  letters. 

8.  Air  is  composed,  chiefly,  of  two  invisible  gases. 

9.  The  greater  portion  of  South  America  lies  betAveen  the  tropics. 

10.  The  laurels  of  the  warrior  must,  at  all  times,  be  dyed  in  blood, 

11.  The  first  word  of  every  entire  sentence  should  begin  with  a  capi- 
tal  letter, 

12.  The  subject  of  a  sentence  is  generally  placed  before  the  predicate. 

Impromptu  Exercise. 

(The  teacher  may  find  it  profitable  to  make  a  separate  lesson  of  this  exercise,) 
Let  the  teacher  write  on  the  board  a  subject  and  a  predicate  that  will  admit  of 


Cojupotutd  Subject  and  Compound  Predicate.       47 

many  modifiers.  The  pupils  are  to  expand  the  sentence  into  as  many  separate  sen- 
tences as  possible,  each  contaiuing  one  apt  phrase  modifier.  The  competition  is  to 
see  who  can  build  the  most  and  the  best  sentences  in  a  given  time.  The  teacher 
gathers  up  the  slates  and  reads  the  work  aloud,  or  has  the  pupils  exchange  slaUs  and 
read  it  themselves. 


COMPOUND   SUBJECT   AND   COMPOUND 

PREDICATE. 

When  two  or  more  subjects,  united  by  a  connecting  word, 
have  the  same  predicate,  they  form  a  Compound  Subject ; 
and  when  two  or  more  predicates,  connected  in  like  manner, 
have  the  same  subject,  they  form  a  Compound  Predicate, 

In  the  sentence.  Birds  and  hees  can  fly,  the  two  words 
hirds  and  bces^  connected  by  and,  have  the  same  predicate; 
the  same  action  is  asserted  of  both  birds  and  bees.  In  the  sen- 
tence. Leaves  fade  and  fall,  two  assertions  are  made  of  the 
same  things.  In  the  first  sentence,  birds  and  hees  form  the 
com 2)otind  subject;  and,  in  the  second, /atZe  audi  fall  form  the 
compound  predicate. 

Analyze  and  parse  the  following  sentences. 


JITodels, — Napoleon  rose,  reigned,  and  fell. 

Frogs,  antelopes,  and  kangaroos  can  jump. 


rose 


JVapoJeon 


rcumed 


'Frogs 


an 


teJopes 


fell 


Icanf/aroos 


can  jinnp 


Explanation  of  the  Diaf/ratn.— The  short  line  following  the  subject  line  rep- 
resents the  entire  predicate,  and  is  supposed  to  be  continued  in  the  three  horizontal 


48  Graded  Lessons  m  English. 


lines   that  follow,  each  of  which  represents  one  of  the  parts  of  the  compound  predi- 
cate.   These  three  lines  are  united  by  dotted  lines,  which  stand  for  the  connecting 
words.    The  X  denotes  that  an  and  is  understood. 
Study  this  explanation  carefully,  and  you  will  understand  the  other  diagram. 

Oral  JLnali/sis  of  the  first  sentence. 

This  is  a  sentence,  because ;  Napoleon  is  the  subject,  because ;  rose,  reigned 

and  fell  form  the  compound  predicate,  because  they  belong  in  common  to  the  same  sub« 
ject,  and  say  something  about  Napoleon.    And  connects  reigned  smdfell. 

1.  The  Rhine  and  the  Rhone  rise  in  Switzerland. 

2.  Time  and  tide  wait  for  no  man. 

3.  Washington  and  Lafayette  fought  for  American  Independence. 

4.  Wild  birds  shrieked,  and  fluttered  on  the  ground. 

5.  The  mob  raged  and  roared. 

6.  The  seasons  came  and  went. 

7.  Pride,  poverty,  and  fashion  cannot  live  in  the  same  house. 

8.  The  tables  of  stone  were  cast  to  the  ground  and  broken. 

9.  Silver  or  gold  will  be  received  in  payment. 

10.  Days,  months,  years,  and  ages  will  circle  away. 

REVIEW   QUESTIONS. 

What  is  &  phrase  f  A  phrase  modifying  a  subject  is  equivalent  to 
what?  Illustrate.  A  phrase  modifying  a  predicate  is  equivalent  to 
what  ?     Illustrate. 

What  are  prepositions  ?  What  do  you  understand  by  a  compound 
subject?  Illustrate.  What  do  you  understand  by  a  compound  predi- 
cate f    Illustrate. 


CONJUNCTIONS     AND    INTERJECTIONS. 

The  words  and  and  or,  used  in  the  precedhig  Lesson  to 
connect  the  nouns  and  the  verbs,  belong  to  a  class  of  words 
called  Conjunctions. 


Cojijunctiotis  and  Interjections. 


49 


Conjunctions  may  connect  words  used  as  modifiers;  as, 
A  daring  hut  foolish  feat  was  performed. 
They  may  connect  phrases;  as, 
We  will  go  to  Saratoga  and  to  Niagara. 
They  may  connect  clauses  ;  as, 
He  must  increase,  hut  I  must  decrease. 


DEFINITIOXo— A  Conjunction  is  a  word  used  to  connect 
words,  phrases,  or  clauses. 

The  Interjection  is  the  eighth  and  last  part  of  speech. 
Interjections  are  mere  exclamations,  and  are  without  gram- 
matical relation  to  any  other  word  in  the  sentence. 


DEFINITION.— An  Interjection  is  a  word  used  to  express 
strong  or  sudden  feeling. 

Examples : 

Bravo  !   liurrali !   pish  \  hush !  ha,  ha !  alas !  hail  !  lo !  pshaw ! 

Analyze  and  parse  the  following  sentences. 

Model.— Hurrah !  that  cool  and  fearless  fireman  has  rusJied  into  the  house  and  up  the 
\mming  stairs. 


Hurrah 


fireman      ■       has    rusJied 


Explanation  of  the  Diagram.— The  line  representing  the  interjection  is  not 
connected  with  the  diagram.    Notice  the  dotted  lines,  one  standing  for  the  and  which 


so 


Graded  Lessons  in  English. 


connects  the  two  word  modifiers;  tlie  other,  for  the  and  connecting  the  two ^Aros? 
modifiers. 


N. 

Pro. 

Adj. 

fireman 

the 

house 

that 

stairs 

cool 
fearless 

( 

burning 

Written  Parsing. 

Y.  Adv.     Prep.    Con 

has  rushed 


In. 


into 
up 


and  hurrah 
and 


Oral  Parsing  of  the  conjunction  and  the  interjection. 

The  two  ands  are  conjunctions,  because  they  connect.  The  first  connects  two  word 
modifiers  ;  the  second,  two  phrase  modifiers.  Hurrah  is  an  interjection,  because  it  ex- 
presses a  burst  of  sudden  feeling. 

1.  The  small  but  courageous  band  was  finally  overpowered. 

2.  Lightning  and  electricity  were  identified  by  Franklin. 

3.  A  complete  success  or  an  entire  failure  was  anticipated. 

4.  Good  men  and  bad  men  are  found  in  all  communities. 

5.  Vapors  rise  from  the  ocean,  and  fall  upon  the  land. 

6.  The  Revolutionary  war  began  at  Lexington,  and  ended  at  York- 
town. 

7.  Alas  !  all  hope  has  fled. 

8.  Ah  !  I  am  surprised  at  the  news. 

9.  Oh  !  we  shall  certainly  drown. 
10.  Pshaw  !  you  are  dreaming. 
V-.  Hurrah  !  the  field  is  won. 


PUNCTUAIION    AND   CAPITAL   LETTERS. 

COMMA— RULE.— A  2)fi^as^  «"*  *>f  it^  natural  order,  or  not 
closely  connected  with  the  word  which  it  modifies,  should  be  set 
off  by  the  comma. 

Punctuate  the  following  sentences. 

Model.— In  the  desert  of  Sahara,  oases  are  scattered. 
Upon  the  platform  'twixt  eleven  and  twelve  I'll  visit  you. 


Punctuation  and  Capital  Letters,  ^^l 

*  

^  ^-^^^  "  ~ —  '  ~ "  ■  -  .  —  «- 

At  the  bottom  of  tlie  garden  a  sparkling  rivulet  runs. 
The  house  on  September  15  was  struck  by  lightning. 
On  the  top  of  Mt.  Washington  the  wind  blows  furiously. 

COMMA — RULE.— Wlieu  more  than  two  words  or  phrases  are 
connected,  and  nsed  in  the  same  w  ay,  they  are  separated  from  one 
another  by  the  comma,  unless  all  of  the  conjunctions  are  expressed. 

Punctuate  the  following  sentences. 

Model. — Caesar  came,  saw,  ani  conquered. 

Csesar  came  and  saw  and  conquered. 

He  travelled  in  England,  in  Scotland,  and  in  Ireland. 

(The  comma  is  used  in  the  first  sentence,  because  a  conjunction  is  omitted ;  but 
not  in  the  second,  as  all  the  conjunctions  are  expressed.) 

A  brave  prudent  and  honorable  man  was  chosen. 
Augustus  Tiberius  Nero  and  Vespasian  Avere  Roman  emperors. 
Through  rainy  weather  across  a  wild  country  over  muddy  roads  after 
a  long  ride  we  came  to  the  end  of  our  journey. 

PERIOD  AND  CAPITAL  LETTER  —VvVLE,—  Abbreviations 
should  generally  begin  with  capital  letters,  and  should  always  be 
followed  by  the  period. 

Correct  the  following  errors. 

Model.— Mr.,  Esq.,  N.Y.,  P.M. 

gen,  a  r\  mrs,  no,  u  s  a.  n  e,  eng,  p  o,  rev,  prof,  dr,  gram,  capt,  col, 
CO,  va,  coni .. 

EXCLAMATION  POINT  -RULE.— All  exclamatory  express 
sions  must  be  followed  by  the  exclamation  point. 

Punctuate  the  following  expressions. 

Model. — Ah  !  Oh  !  Zounds  !  Stop  pinching  ! 

Pshaw,  whew,  alas,  ho  Tom,  halloo  Sir,  good-bye,  welcome. 


52  Graded  Lessons  in  Efiglish, 


SENTENCE-BUILDING. 

^xHq  ])redicates  for  the  following  compound  siihjects. 

Snow  and  hail ;  leaves  and  branches  ;  a  soldier  or  a  sailor  ;  London 
and  Paris. 

Write  conijjound  predicates  for  the  following  subjects. 

The  sun  ;  water  ;  fish  ;  steamboats  ;  soap  ;  farmers ;  fences ;  clothes. 

Write  subjects  for  the  following  com^^ouiid  j^redicates. 

Live,  feel,  and  grow  ;  judges  and  rewards  ;  owes  and  pays ;  inhale 
and  exhale  ;  expand  and  contract ;  flutters  and  alights  ;  fly,  buzz,  and 
sting;  restrain  or  punish. 

Write  compound  subjects  before  the  ^oWo^Ying predicates. 

May  be  seen  ;  roar  ;  will  be  appointed ;  have  flown ;  has  been 
recommended. 

Write  compound  predicates  after  the  following  compound 
subjects. 

Boys,  frogs,  and  horses ;  wood,  coal,  and  peat  ;  Maine  and  New 
Hampshire  ;  Concord,  Lexington,  and  Bunker  Hill ;  pins,  tacks,  and 
needles. 

Write  compound  subjects  before  the  following  compoimd 
predicates. 

Throb  and  ache  ;  were  tried,  condemned,  and  hanged  ;  eat,  sleep, 
And  dress. 

Choose  yonr  own  material  and  write  five  sentences,  each 
having  a  compound  subject  and  a  compound  predicate. 


Complements.  53 


COMPLEMENTS. 

Hints  for  Oral  Instruct ioti.—'SVhen  we  say,  The  sun  gives,  we  express  no 
complete  thought.  The  subject  sun  is  complete,  but  the  predicate  gives  does  not 
make  a  complete  assertiou.  When  we  say,  The  sun  gives  light,  we  do  utter  a  complete 
thought.  The  predicate  gives  is  completed  by  the  word  light.  "Whatever  fills  out,  or 
completes,  we  call  a  Complement.  We  will,  therefore,  call  light  the  complement  of 
the  predicate.  As  light  completes  the  predicate  by  naming  the  thing  acted  upon,  we 
call  it  the  Object  Complement, 

Expressions  like  the  following,  may  be  written  on  the  board,  and,  by  a  series  of 

questions,  the  pupils  may  be  made  to  dwell  upon  these  facts  till  they  are  thoroughly 

understood. 

The  officer  arrested ;  the  boy  found ; 

Charles  saw ;   coopers  make . 

Beside  these  verbs  requiring  object  complements,  there  are  others  that  do  not 
make  complete  sense  without  the  aid  of  a  complement  of  another  kind. 

A  complete  predicate  does  the  asserting  and  expresses  what  is  asserted.  In  the 
sentence,  Armies  march,  march  is  a  complete  predicate,  for  it  does  the  asserting  and 
expresses  what  is  asserted;  viz.,  marching.  In  the  phrase,  armies  marching,  marching 
expresses  the  same  act  as  that  denoted  by  march,  but  it  asserts  nothing.  In  the 
sentence.  Chalk  is  ivhite,  is  does  the  asserting,  but  it  does  not  express  what  is  as- 
serted. We  do  not  wish  to  assert  merely  that  chalk  is  or  exists.  What  we  wish  to 
assert  of  chalk,  is  the  quality  expressed  by  the  adjective  white.  As  white  expresses  a 
quality  or  attribute,  we  may  call  it  an  Attribute  Complement. 

Using  expressions  like  the  following,  let  the  facts  given  above  be  drawn  from  the 
class  by  means  of  questions. 

Grass  growing  ;  grass  grows  ;  green  grass;  grass  is  green. 


DEFINITIOIS.— The  Object  Complement  of  a  sentence  com- 
pletes the  predicate,  and  names  that  which  receives  the  act. 

DEFINITION.— The  Attribute  Complement  of  a  sentence 
completes  the  predicate,  and  belongs  to  the  subject. 

The  complement  with  all  its  modifiers  is  called  the  3Iodi' 

fieil  Complement. 

Analysis  and  Parsing. 

Model. — Fulton  invented  the. first  steamboat. 

JFidton      .     invented     |     sfenml)oat 


^ 


54  Graded  Lessons  in  English. 

Explanation  of  the  JDiagrani.— Yon  will  see  that  the  line  standing  for  the 
object  complement  is  a  continuation  of  the  predicate  line,  and  that  the  little  verti- 
cal line  only  touches  this  without  cutting  it. 

Oral  Analysis. — Fulton  and  invented, a.s  before.  Steamboat  is  the  object  comple- 
ment, because  it  completes  the  predicate,  and  names  that  which  receives  the  act.  The 
and  Jirst,  as  before.     The  first  steamboat  is  the  'modified  complement. 

1.  Caesar  crossed  the  Rubicon. 

2.  Morse  invented  the  telegraph. 

3.  Ericsson  built  the  Monitor. 

4.  Hume  wrote  a  history. 

5.  Morn  purples  the  east. 

6.  Antony  beheaded  Cicero. 
Model,— Gold  is  malleable. 

Gold       ,        is  ^  'malleable 


In  this  diagram,  the  line  standing  for  the  attribute  complement,  like  the  object  line,  ia 
a  continuation  of  the  predicate  line  ;  but  notice  the  difference  in  the  little  mark 
separating  the  incomplete*  predicate  from  the  complement. 

Oral  Analysis. — Gold  and  is,  as  before. 

Malleable  is  the  attribute  complement,  because  it  completes  the  predicate,  and  ex- 
presses a  quality  belonging  to  gold. 

7.  Pure  water  is  tasteless. 

8.  The  hare  is  timid. 

9.  Fawns  are  graceful. 

10.  This  peach  is  delicious. 

11.  He  was  extremely  prodigal. 

12.  The  valley  of  the  Mississippi  is  very  fertile. 

For  the  sake  of  brevity,  we  shall  sometimes  call  the  oljed 
complement  and  the  attribute  comjjlement^  the  object  and  the 
attribute. 


ERRORS  IN  THE  USE  OF  MODIFIERS. 

Caution, — Place  adverbs  where  there  can  be  no  doubt  as 
to  the  words  they  modify. 

*  Hereafter  we  shall  call  the  verb  the  predicate,  but.wheu  followed  by  a  couiplemeut, 
it  must  be  regarded  as  an  incomplete  predicate. 


Errors  iii  the  Position  and  Use  of  Modifiers.     55 

ERRORS   TO    BE    CORRECTED. 

I  only  bring  forward  a  few  things. 
Hath  the  Lord  only  *  spoken  by  Moses  ? 
We  merely  speak  of  numbers. 
The  Chinese  chiefly  live  upon  rice. 

Caution, — In  placing  the  adverb,  regard  must  be  had  to 
the  sound  of  the  sentence. 

ERRORS    TO   BE    CORRECTED, 

We  always  should  do  our  duty. 
The  times  have  changed  surely. 
The  work  will  be  never  finished. 
He  must  have  certainly  been  sick. 

Caution, — Adverbs  must  not  be  used/cr  adjectives. 

ERRORS   TO  BE  CORRECTED. 

I  feel  badly. 

Marble  feels  coldly. 

She  looks  nicely. 

It  was  sold  cheaply. 

It  appears  still  more  plainly. 

That  sounds  harshly. 

I  arrived  at  home  safely. 

Caution, — Adjectives  must  not  be  used /or  adverbs. 

ERRORS   TO  BE  CORRECTED. 

The  bells  ring  merry. 
The  curtain  hangs  graceful. 
That  is  a  decided  weak  point. 
'  Speak  no  coarser  than  usual. 

These  are  the  words  nearest  connected. 

Talk  slow  and  distinct. 

She  is  a  remarkable  pretty  girl. 


*  Adverbs  sometimes  modify  phrases. 


56  Graded  Lessons  m  English. 


REVIEW   QUESTIONS. 

"What  is  a  conjunction  ?     What  is  an  interjection  ? 

What  is  the  position  of  the  interjection,  in  the  diagram? 

What  are  the  two  rules  in  Lesson  37,  for  the  comma? 

What  is  the  rule  for  the  period  and  the  capital  letter  ? 

What  is  the  rule  for  the  exclamation  point  ? 

What  is  an  object  complement  ?  What  is  an  attribute  complement  ? 
Illustrate  both.  What  n)ay  the  object  and  the  attribute  complement  be 
called  ? 

What  are  the  cautions  for  the  position  of  the  adverb?  What  are  the 
cautions  for  the  use  of  the  adverb  and  the  adjective  ? 


ERRORS   IN  THE   POSITION   AND   USE  OF 

MODIFIERS. 

Caution, — Phrase  modifiers  should  be  placed  as  near  as 
may  be   to  the  words  which  they  modify. 

EKEORS   TO  BE  CORRECTED. 

A  fellow  was  arrested  with  short  hair. 
I  saw  a  man  digging  a  well  with  a  Roman  nose. 
He  died  and  went  to  his  rest  in  New  York. 

Wanted — A  room  by  two  gentlemen  thirty  feet  long  and  twenty  feet 
wide. 

Some  garments  were  made  for  the  family  of  thick  material. 
The  vessel  was  beautifully  painted  with  a  tall  mast. 
I  perceived  that  it  had  been  scoured  with  half  an  eye. 
A  house  was  built  by  a  mason  of  brown  stone. 
A  pearl  was  found  by  a  sailor  in  a  shell. 

Punctuate  these  sentences  when  corrected. 


Analysts  and  Parsing.  57 

Caution. — Cure  must  be  taken  to  select  the  right  iwep- 
0 sit  ion. 

ERRORS  TO  BE    CORRECTED. 

Tliey  halted  with  the  river  on  their  backs. 

The  cat  jumped  on  the  chair. 

He  fell  onto  the  floor. 

He  went  in  the  house. 

He  divides  his  property  between  his  four  sons. 

He  died  for  thirst. 

This  is  different  to  that. 

Two  thieves  divided  the  booty  among  themselves. 

I  am  angry  at  him. 

Caution.^-'Do  not  use  two  negative  or  denying  words  so 
that  one  shall  contradict  the  other,  unless  you  wish  to  aflarm. 

ERRORS  TO  BE  CORRECTED. 
I  haven't  no  umbrella. 

Correct,  by  dropping  either  the  adjective  no  or  the  adverb  not;  as, 
I  have  no  umbrella,  or  I  have  not  an  umbrella. 

I  didn't  say  nothing. 

I  can't  do  this  in  no  way. 

No  other  emperor  was  so  wise  nor  powerfuL 

Nothing  can  never  be  annihilated. 


ANALYSIS    AND    PARSINGo 

1.  Brutus  stabbed  Caesar. 

2.  Man  is  an  animal. 

3.  Washington  captured  Cornwallis. 

4.  Wellington  defeated  Napoleon  at  Waterloo. 

5.  Balboa  discovered  the  Pacific  ocean. 


58  Graded  Lessons  in  English. 

6.  Vulcan  was  a  blacksmith. 

7.  The  suminer  has  been  very  rainy. 

8.  Columbus  made  four  voyages  to  the  New  World. 

9.  The  moon  reflects  the  light  of  the  sun. 

10.  The  firFt  vice-president  of  the  United  States  was  John  Adams. 

11.  Roger  Williams  was  the  founder  of  Rhode  Island. 

12.  Harvey  discovered  the  circulation  of  blood. 

13.  Diamonds  are  combustible. 

14.  Napoleon  died  a  prisoner,  at  St.  Helena. 

15.  In  1620,  the  first  ship-load  of  slaves  was  landed  at  Jamestown. 

The  pupil  will  notice  that  animal^  in  sentence  No.  2,  is  an 
attribute  complement,  tliough  it  is  not  an  adjective  express- 
ing a  quality  belonging  to  man,  but  a  noun  denoting  his  class. 
Nouns,  then,  may  be  attribute  complements. 

The  pupil  will  notice,  also,  that  some  of  the  oiject  and 
attribute  complements,  above,  have  phrase  modifiers.  For 
diagram,  see  page  93. 


SENTENCE  -  BUILDING. 

Using  the  following  predicates,  build  sentences  having 
subjects,  predicates,  and  object  complements  with  or  without 
modifiers. 

climb  ;  hunt  ;  command  ;  at- 
tacked   ;    pursued ;    shall  receive ;    have 

seen ;  love . 

Change  the  following  expressions  into  sentences  by  assert- 
ing the  qualities  here  assumed.  Use  these  verbs  for  predi- 
cates : 

Is,  were,  appears,  may  be,  became,  was,  have  been,  should  have 
been,  is  becoming,  are. 


Analysis  and  Parsing. 


59 


Model.— Heavy  gold.     Gold  is  heavy. 

Green  fields  ;  sweet  oranges  ;  interesting  story  ;  brilliant  sunrise ; 
severe  punishment ;  playful  kittens ;  warm  weather ;  pitiful  sight ; 
sour  grapes  ;  amusing  anecdote. 

Prefix,  to  the  following  nouns,  several  adjectives  expressing 
assumed  qualities,  and  then  make  complete  sentences  by  as- 
serting the  same  qualities. 

white    "I  Chalk  is  white. 

Model,—  brittle  [■  challr.  Chalk  is  brittle, 

soft       J  Chalk  is  soft. 

Gold,  pears,  pens,  lead,  water,  moon,  vase,  rock,  lakes,  summer, 
ocean,  valley. 

Find  your  OAvn  material,  and  build  two  sentences  having 
object  complements,  and  two  having  attribute  comple- 
ments. 


11=4' a 


ANALYSIS     AND     PARSING. 
Miscellaneous, 
Models.—  expands 

JLearning 


+ 


ini 


m  d 


elevates 


ran 


% 


TTe 


Tclssed    I  Tiim 


Explanation  of  the  Diagram.— Iw.  the  first  diagram,  the  two  lines  standing 
for  the  two  parts  of  the  predicate  are  brought  together,  and  are  followed  by  the  com- 
plement line.    This  shows  that  the  two  verbs  are  completed  by  the  same  object. 

In  the  second  diagram,  one  of  the  predicate  lines  is  followed  by  a  complement  line  ; 
but  the  two  predicate  lines  are  not  united,  for  the  two  verbs  have  not  a  common 
object. 


6o 


Graded  Lessons  in  English. 


1.  Learning  expands  and  elevates  the  mind. 

2.  He  ran  forward  and  kissed  liim. 

3.  The  earth  and  the  moon  are  planets. 

4.  The  Swiss  scenery  is  picturesque. 

5.  Jefferson  was  chosen  the  third  president  of  the  United  States. 

6.  Nathan  Hale  died  a  martyr  to  liberty. 

7.  The  man  stood  speechless. 

8.  Labor  disgraces  no  man. 

9.  Aristotle  and  Plato  were  the  most  distinguished  philosophers  of 
antiquity. 

10.  Josephus  wrote  a  history  of  the  Jews. 

11.  This  man  seems  the  leader  of  the  whole  party. 

12.  The  attribute  complement  completes  the  predicate,  and  belongs 
to  the  subject. 

13.  Lord  Cornwallis  became  governor  of  Bengal   after    his    disas- 
trous defeat. 

14.  The  multitude  ran  before  him,  and  strewed  branches  in  the  way. 

15.  Peter  Minuits  traded  with  the  Indians,  and  bought  the  whole 
island  of  Manhattan  for  twenty -four  dollars. 


ANALYSIS    AND    PARSING. 

Miscellaneous. 

wise 


JHodel.—' 


JTenn/iy  .    was  ^ 


simple 


council 


cliivalric  ^ 


maimfrs 


^i 


\ 


field 


Explanation  of  the  Tilagram,.— In  this  diagram,  the  complement  line  sepa- 
rates into  three  parts,  to  each  of  which  is  joined  a  phrase  diagram.    The  line  stand* 


Analysis  and  Parsing. 


6i 


ing  for  the  word-modifier,  is  joined  to  that  part  of  the  complement  line  which  repre- 
sents the  entire  attribute  complement. 

1.  Henry  IV.,  of  tlie  House  of  Bourbon,  was  very  wise  in  council, 
simple  in  manners,  and  cliivalric  in  the  field. 

2.  Caesar  defeated  Pompey  at  Pharsalia. 

3.  Tlie  diamond  is  the  most  valuable  gem. 

4.  The  Greeks  took  Troy  by  stratagem. 

5.  The  submarine  cable  unites  the  Continent  of  America  and  the 
Old  World. 

6.  The  Gauls  joined  the  army  of  Hannibal. 

7.  Columbus  crossed  the  Atlantic  with  ninety  men,  and  landed  at 
San  Salvador. 

8.  Vulcan  made  arms  for  Achilles. 

9.  Cromvv'ell  gained,  at  Naseby,  a  most  decisive  victory  over  the 
Royalists. 

10.  Columbus  was  a  native  of  Genoa. 

11.  God  tempers  the  wind  to  the  shorn  lamb. 

12.  The  morning  hour  has  gold  in  its  mouth. 

13.  The  mill  of  the  gods  grinds  late,  but  grinds  to  powder. 

14.  A  young  farmer  recently  bought  a  yoke  of  oxen,  six  cows,  and  a 
horse. 

15.  America  has  furnished  to  the  world,  tobacco,  the  potato,  and 
Indian  corn. 


ANALYSIS  AND  PARSING. 

Miscellaneous. 
Cotton        I      is    raised 


Model.— 


62  Graded  Lessons  in  Eitglish. 

JSxplanation  of  the  Diagram. — In  tliis  diagram,  the  line  representing  the 
principal  part  of  the  phrase  separates  into  three  lines.  This  shows  that  the  princi- 
pal part  of  the  phrase  is  compound.  Egypt,  India,  and  United  States  are  all  introduced 
by  the  same  preposition  in,  and  have  the  same  relation  to  is  raised. 

1.  Cotton  is  raised  in  Egypt,  India,  and  the  United  States. 

2.  Tlie  navy  of  Hiram  brought  gold  from  Opliir. 

3.  The  career  of  Cromwell  was  short. 

4.  Most  mountain  ranges  run  parallel  with  the  coast. 

5.  Now  swiftly  glides  the  bonny  boat. 

C.  An  able  but  dishonest  judge  presided. 

7.  The  queen  bee  lays  eggs  in  cells  of  three  different  sizes. 

8.  Umbrellas  were  introduced  into  England  from  China. 

9.  The  first  permanent  English  s,ettlement  in  America  was  made  at 
Jamestown,  in  1607. 

10.  The  spirit  of  true  religion  is  social,  kind,  and  cheerful, 

11.  The  summits  of  the  Alps  are  covered  with  perpetual  snow. 

13.  The  months  of  July  and  August  were  named  after  Julius  Caesar 
and  Augustus  Caesar, 

13.  All  the  kings  of  Egypt  are  called,  in  Scripture,  Pharaoh. 

14.  The  bamboo  furnishes  to  the  natives  of  China,  shade,  food, 
houses,  weapons,  and  clothing. 


SENTENCE  -BUILDING. 

Supply  attribute  conplemeiits  to  the  following  expressions. 
(See  Caution,  Lesson  40.) 

The  marble  feels .     Mary  looks .     The  weather  continues 

The  apple  tastes .      That  lady  appears .      The  sky 


grows .      The  leaves  of  roses  are .      The  undertaking  was 

pronounced . 

Write  a  subject  and  a  predicate  to  eacli  of  the  following 
nouns,  taken  as  attribute  com^plements. 


Subject  or  Complement  Modified  by  a  Participle.     63 

Model.— Soldier.    That  old  man  has  been  a  soldier. 

Plant,  insect,  mineral,  vegetable,  liquid,  gas,  solid,  historian,  poet, 
artist,  traveller,  emperor. 

Using  the  following  nouns  as  subjects,  build  sentences 

each  having  a  simple  predicate  and  two  or  more  object  com- 

plcments. 

Congress,  storm,  education,  king,  tiger,  hunter,  Arnold,  shoemakers, 
lawyers,  merchant. 

Build  three  sentences  on  each  of  the  following  subjects, 
two  of  which  shall  contain  olject  compleinents,  and  the 
third,  an  attrihute  complement. 

Model.— Sun. — The  sun  gives  liglit. 

The  sun  warms  the  earth. 
The  sun  is  a  luminous  body. 

Moon,  oak,  fire,  whiskey. 


iESSOl  A\ 


SUBJECT  OR  COMPLEMENT  MODIFIED  BY  A 

PARTICIPLE. 

Mints  for  Oral  Instruction— You  have  learned,  in  the  preceding  Lessons,  that 
a  qualitij  may  he  assumed  as  belonging  to  a  thing;  as,  white  chalk,  or  that  it  may- 
be asserted  of  it ;  as,  Chalk  is  lohite.  Au  action,  also,  may  be  assumed  as  belonging  to 
something;  as,  Peter  turning,  or  it  may  be  asserted;  as,  Peter  turned.  In  the  expres- 
sion, Peter,  turning,  said,  what  word  expresses  an  action  as  assumed,  and  which  asserts 
an  action?  Each  pupil  may  give  an  example  of  an  action  asserted  and  of  an  action  as- 
sumed ;  as,  Corn  grows,  corn  growing  ;  geese  gabble,  geese  gabbling. 

This  form  of  the  verb, which  merely  assumes  the  act,  being,  or  state,  is  called  the 
I'articiple. 

When  the  words  groiving  and  gabbling  are  placed  before  the  nouns,  thus  :  growing 
corn,  gabbling  geese,  they  tell  simply  the  kind  of  corn  and  the  kind  of  geese,  and  are, 
therefore,  adjectives. 

When  the  or  some  other  adjective  is  placed  before  these  words,  and  a  preposition 
after  them,  thus  :  The  growing  of  the  corn,  the  gabbling  of  the  geese,  they  are  simply  the 
names  of  actions,  and  are,  therefore,  nouns. 


64  Graded  Lessons  in  English. 

Let  each  pupil  give  an  example  of  a  rerb  asserting  an  action,  and  change  it  to 
express: 
1st,  An  assumed  action  ;  2(1,  A  permanent  quality ;  3d,  The  name  of  an  action. 


ParticijJles  may  be  completed  by  objects  and  attributes. 
Analysis  and.  Parsing. 

J^odel. — Truth,  crushed  to  earth,  will  rise  again. 


Truth 


Explanation  of  the  Diagram. — In  this  diagram,  the  line  standing  for  the 
principal  word  of  the  participial  phrase  is  broken ;  one  part  slants,  and  the  other  is 
horizontal.  This  shows  that  the  participle  crushed  is  used  like  an  adjective  to 
modify  Tritf A,  and  yet  retains  the  nature  of  a  verb, expressing  an  action  received  by 
truth. 

Oral  Analysis. — This  is  a  sentence,  because ;  Truth  is  the  subject,  be- 
cause   ;  will  rise  is  the  predicate,  because ;  again  is  a  modifier  of  the  Pred., 

because ;  the  phrase,  crushed  to  earth,  is  a  modifier  of  the  Subj.,  because ; 

crushed  introduces  the  phrase  and  is  the  principal  word  in  it  ;  the  phrase,  to  earth,  is 
a  modifier  of  crushed;  to  iutroducen  it,  and  earth  is  the  principal  word  in  it.  Truth 
crushed  to  earth  is  the  modified  subject,  loill  rise  again  is  the  modified  predicate. 

JParsing.— Crushed  is  the  form  of  the  verb  called  participle,  because  the  action  ex- 
pressed by  it  is  merely  assumed. 

1.  The  mirth  of  Addison    is  genial,  imparting    a  mild  glow  of 
thought. 

2.  The  general,  riding  to  the  front,  led  the  attack. 

3.  The  balloon,  shooting  swiftly  into  the  clouds,  was  soon  lost  to 
sight. 

4.  Wealth  acquired  dishonestly  will  prove  a  curse. 

5.  The  sun,  rising,  dispelled  the  mists. 

6.  The  thief,  being  detected,  surrendered  to  the  oflBcer. 

7.  They  boarded  the  vessel  lying  in  the  harbor. 

8.  The  territory  claimed  by  the  Dutch  was  called  New  Netherlands. 

9.  Washington,  having  crossed  the  Delaware,  attacked  the  Hes- 
sians stationed  at  Trenton 


The  Infinitive  PJirase,  65 


10.  Biirgoyne,  having  beeu  surrounded  at  Saratoga,  surrendered  to 
Gen.  Gates, 

11.  Paulding,  Williams,  and  Van  Wart  found  papers  concealed   in 
the  boots  of  Maj.  Andre. 

12.  Water  covers  nearly  three -fourths  of  the  surface  of  the  globe. 

13.  The  armies  of  England,  mustered  for  the  battles  of  Europe,  do 
not  awaken  sincere  admiration. 

Note  that  the  participle,  like  the  predicate  verb,  may  consist  of  two  or  more  words 
Note,  too,  that  the  participle,  like  the  adjective,  may  belong  to  a  iwun  coniplemenl. 


THE  INFINITIVE  PHRASE. 

Hints  for  Oral  Instrtietion.— There  is  another  form  of  the  verb,  which,  like 
the  participle,  cannot  be  the  predicate  of  a  sentence,  for  it  cannot  assert  ;  as.  She  went 
out  to  see  a  friend  ;  To  lie  is  a  disgrace.  As  this  form  of  the  verb  expresses  the  action, 
being,  or  state,  in  a  general  manner,  without  limiting  it  directly  to  a  subject,  it  is 
called  an  Infinitivef  which  means  without  limit.  The  infinitive  generally  follows 
to  ;  as,  to  walk,  to  sleep. 

Let  each  pupil  give  an  infinitive. 

The  infinitive  and  the  preposition  to  constitute  a  phrase,  which  may  be  employed 
in  several  ways. 

T,—I  have  a  duty  to  perform.    The  infinitive  phrase  modifies  what  ? 

P. — The  noun  duty. 

T. — It,  then,  performs  the  office  of  what  ? 

jp.— Of  an  adjective  modifier. 

T.— I  come  to  hear.    The  infinitive  phrase  modifies  what? 

JP. — The  verb  come. 

T.— What  office,  then,  does  it  perform? 

JP. — Of  an  adverb  modifier. 

T. — To  lie  is  base.     What  is  base  ? 

P.— To  lie. 

T.—He  attempted  to  spealc.     What  did  he  attempt  ? 

1*. — To  speak. 

T.—To  lie  is  a  subject,  and  to  speak  is  an  object.  What  part  of  speech  is  used  as 
Subject  and  object  ? 

2*.— The  noun. 

5 


66  Graded  Lessons  i7t  English, 

T. — The  Infinitive  phrase  is  used  as  an  adjective,  an  adverb^  and  a  noun» 


Infinitives  may  be  completed  by  oljects  and  attrihutes. 
Analysis  and  Parsing. 

Models— David  hasted  to  meet  Goliath. 


David       ,      liasteU- 


meet      \      Goliafh 

Analysis  of  the  Infinitive  Phrase. — To  introduces  the  phrase;  meet,  com- 
pleted by  the  object  Goliath,  is  the  principal  part. 

Parsing  of  the  Phrase. — To  is  a  preposition,  because ;  meet   is  a  verb, 

because ;  Goliath  is  a  noun,  because , 

1.  I  come  not  here  to  talk. 

2.  I  rejoice  to  liear  it. 

3.  A  desire  to  excel  leads  to  eminence. 

4.  Dr.  Franklin  was  sent  to  France  to  solicit  aid  for  the  Colonies. 

5.  To  retreat  was  impossible. 

(To  is  here  used  merely  to  introduce  the  infinitive  phrase.) 


was  ^  impossi'b'le 


Explanation  of  the  Hiagram. — As  this  phrase  subject  cannot,  in  its  proper 
form,  be  written  on  the  subject  line,  it  is  placed  above,  and,  by  means  of  a  support, 
the  phrase  diagram  is  made  to  rest  on  the  subject  line.  The  phrase  complement  may 
be  diagramed  in  a  similar  way,  and  made  to  rest  on  the  complement  line. 

6.  The  hands  refuse  to  labor. 

7.  To  live  is  not  all  of  life. 

8.  The  Puritans  desired  to  obtain  religious  freedom. 

9.  Sheridan,  hearing  the  guns,  galloped  from   Winchester  to  take 
command. 

10.  The  Romans,  having  conquered  the  world,  were  unable  to  con- 
quer themselves. 


Position  and  Pimctuation  of  the  Participial  Phrase.     6^ 
■  ^ 

11,  Narvaez  sailed  from  Cuba  to  conquer  Florida, 

12.  Some  savages  of  America  and  Africa  love  to  wear  rings  in  the 
nose. 


POSITION    AND    PUNCTUATION    OF   THE   PAR- 
TICIPIAL   PHRASE. 

Errors  to  be  corrected.     (See  Caution  1,  Lesson  41.) 

Punctuate  as  you  correct.     (See  Lesson  37.) 

A  liouse  was  built  for  a  clergyman  having  seven  gables. 
The  old  man  struck  the  saucy  boy  raising  a  gold-headed  cane. 
We  saw  a  marble  bust  of  Sir  W.  Scott  entering  the  vestibule. 
Here  is  news  from  a  neighbor  boiled  down. 
I  found  a  cent  walking  over  the  bridge, 

Balboa  discovered  the  Pacific  ocean  climbing  to  the  top  of  a  moun- 
tain. 

Punctuate  the  followinsr  exercises. 

o 
Cradled  in  the  camj?  Napoleon  was  the  darling  of  the  army. 
Having  approved  of  the  plan  the  king  put  it  into  execution. 
Satan  incensed  with  indignation  stood  unterrified. 
My  friend  seeing  me  in  need  offered  his  services. 
James  being  weary  with  his  journey  sat  down  on  the  wall. 
The  owl  hid  in  the  tree  hooted  through  the  night. 

REVIEW    QUESTIONS. 

Give  the  caution  in  Lesson  41,  relating  to  the  jwsitioii  of  the  phrase 
modifier.  That  relating  to  the  choice  of  prepositions?  That  relat- 
ing to  the  double  negative  ?  Give  examples  of  errors.  Can  a  noun  be 
an  attribute  complement  ?  Illustrate,  Wliat  do  you  understand  by  a 
participle  f  Into  what  may  some  participles  be  changed  ?  Illustrate. 
What  offices  does  the  infinitive  jjhrase  perform?  lUustratei  them. 
What  preposition  does  the  infinitive  generally  foUov/  ? 


6S  Graded  Lessons  in  English. 


REVIEW. 

Miscellaneous  errors  for  correction,  (See  Cautions  in  Lessons 
30,  40,  and  41.) 

There  never  was  sucli  another  man. 
He  was  an  old  venerable  patriarch. 

John  has  a  cadaverous,  hungry,  and  lean  look. 
He  was  a  well-proportioned,  fine  fellow. 

Pass  me  them  potatoes. 

Put  your  trust  not  in  money. 

We  have  often  occasion  for  thanlisgiving. 

Now  this  is  to  be  done  how  ? 
Nothing  can  justify  ever  profanity. 

To  continually  study  is  impossible. 

(Seldom,  if  ever,  should  an  adverb  be  placed  between  the  preposition  to  and  the 
infinitive.; 

Mary  likes  to  tastily  dress. 

Learn  to  carefully  choose  your  words. 

She  looks  queerly. 

Give  mo  a  soon  and  direct  answer. 

The  post  stood  firmly. 

The  eagle  flies  highly. 

The  orange  tastes  sweetly. 

I  feel  tolerable  well. 

The  branch  breaks  easy. 

Thistles  grow  rapid. 

The  eagle  flies  swift. 

This  is  a  miserable  ])Oor  pen. 


Senfeitce-Building.  6g 


A  wealthy  gentleman  will  adopt  a  little  boy  witli  a  small  family. 
A  gentleman  called  from  Africa  to  pay  his  compliments. 

Water  consists  in  oxygen  and  hydrogen. 
He  went  out  attended  with  a  servant. 
I  have  a  dislike  to  such  tricksters. 
We  have  no  prejudice  to  foreigners. 

She  don't  know  nothing  about  it. 
Father  wouldn't  give  me  none. 
He  hasn't  been  sick  neither. 
I  won't  have  no  more  nohow. 

To  the  Teacher.— LQi  the  reason  be  given  for  every  correction. 


SENTENCE-BUILDING. 

Build  sentences  in  which  the  following  participles  shall 
be  nsed  as  modifiers. 

Being  fatigued  ;  laughing  ;  being  amused ;  having  been  elected  ; 
running  ;  having  been  running. 

Expand  each  of  the  following  sentences  into  three  sen- 
tences, nsing  the  participial  foj'm  of  the  verb  as  a  2)a7'ticiple, 
in  the  first ;  the  same  form  as  an  adjective,  in  the  second ; 
and  as  a  noim^  in  the  third. 

JITodef.— The  stream  flows.  The  s,iTe&Ta,  flowing  gently,  crept  through  the  meadow. 
The  floioing  stream  slipped  away  to  the  sea.  The  flowing  of  the  stream  caused  a  low 
murmur. 

The  stream  flows.  The  sun  rises.  Insects  hum.  The  birds  sing. 
The  wind  whistles.     The  bells  are  ringing.     The  tide  ebbs. 


^o  Graded  Lessons  in  English, 

Form  infinitive  phrases  from  the  following  verbs,  and  use 
these  phrases  as  adjectives,  adverbs,  and  nouns,  in  sentences 
of  your  own  building. 

Smoke,  dance,  burn,  eat,  lie,  try. 


NOUNS  AND  PRONOUNS  AS  MODIFIERS. 

Mints  for  Oral  Instruction.— In  the  sentence,  TJie  robin's  eggs  are  blue,  the 
noun  robiiVs  does  what  ? 

J».— It  tells  what  or  whose  eggs  are  blue. 

T.  -What  word  names  the  things  owned  or  possessed  ? 

F.-Eggs. 

T.  —What  word  names  the  owner  or  possessor  ? 

F.— Robin's. 

T.— The  noun  robin's  is  here  iised  as  a  modifier.  You  see  that  this  word,  which  I  have 
written  on  the  board,  is  the  word  robin  with  a  little  mark  (').  called  an  apostrophe, 
and  the  letter  s  added.    These  are  added  to  denote  possession. 

In  the  sentence,  Webster,  the  statesman,  was  born  in  Neio  Hampshire,  the  noun 
statesman  modifies  the  subject  Webster  by  explaining  what  or  which  Webster  is  meant. 
Both  words  name  the  same  person. 

Let  the  pupils  give  examples  of  each  of  these  two  kinds  of  Noun  Modifiers, 


Analysis  and  Parsing. 

Model.— Julia's  sister  Mary  has  lost  her  diamond  ring. 

sister  (Mary)      .    Tias    lost    ,     rlnf/ 


Explanation  of  the  Diagram.— Mary  is  written  on  the  subject  line,  because 
Mary  and  sister  both  name  the  same  person,  but  the  word  Mary  is  inclosed  within 
marks  of  parenthesis  to  show  that  sister  is  the  proper  grammatical  subject. 

In  oral  analysis,  call  Julia's  and  Mary  modifiers  of  the  subject  sister  because  Julia'a 
tells  whose  sister,  and  Mary  explains  sister  by  adding  another  name  of  the  same  per- 
son.    Her  is  a  modifier  of  the  object,  because  it  tells  whose  ring  is  meant. 


Nouns  and  Pronouns  as  Modifiers.  yi 

Julia's  sister  Mary  is  the  modified  subject,  the  predicate  is  unmodified,  and  her  dio- 
mond  ring  is  the  modified  object  complement. 

1.  The  planet  Jupiter  lias  four  moons. 

2.  The  Emperor  Nero  was  a  cruel  tyrant. 

3.  Peter's  wife's  mother  lay  sick  of  a  fever. 

motTier 


4.  An  ostrich  outruns  an  Arab's  horse. 

5.  His  pretty  little   nephew  Arthur  had  the   best  claim  to  the 
throne. 

6.  Milton,  the  great  English  poet,  became  blind. 

7.  CsDsar  gave  his  daughter  Julia  in  marriage  to  Pompey. 

8.  London,  the  capital  of  England,  is  the  largest  and  richest  city  in 
the  world. 

9.  Joseph,  Jacob's  favorite  son,  was  sold  by  his  brethren  to  the 
Ishmaelites. 

10.  Alexander  the  Great  *  was  educated  under  the  celebrated  philos- 
opher Aristotle. 

11.  Friends  tie  their  purses  with  a  spider's  thread. 

12.  CaBsar  married  Cornelia,  the  daughter  of  Cinna. 

13.  His  fate,  alas  !  was  deplorable. 

14.  Love  rules  his  kingdom  without  a  sword. 


*  Alexander  the  Great  may  be  taken  as  one  name,  or  Great  may  be  called  an  ex. 
planatory  modifier  of  Alexander. 


72  Graded  Lessons  in  English. 


SENTENCE-BUILDING. 

Nouns  and  pronouns  denoting  possession  may  generally 
be  changed  to  equivalent  phrases;  as,  ArnoM^  treason^^tUe 
treason  of  Arnold.  Here  the  preposition  of  indicates  J905- 
session,  the  same  relation  expressed  by  the  apostrophe  (  ' ) 
and  s.  Change  the  following  possessive  nouns  to  equivalent 
phrases,  and  the  phrases  indicating  possession,  to  possessive 
nouns,  and  then  expand  the  expressions  into  complete  sen- 
tences. 

Model. — The  earth's  surface.    The  surface  of  the  earth  is  made  up  of  land  and  water. 

The  earth's  surface  ;  Solomon's  temple  ;  England's  Queen  ;  Wash- 
ington's Farewell  Address  ;  Dr.  Kane's  Explorations  ;  Peter's  wife's 
mother  ;  George's  friend's  father  ;  Shakespeare's  plays  ;  Noah's  dove  ; 
the  diameter  of  the  earth  ;  the  daughter  of  Jephthah  ;  the  invasion  of 
Burgoyne  ;  the  voyage  of  Cahot ;  the  Armada  oi  Philip  ;  the  attrac- 
tion of  the  earth  ;  the  light  of  the  moon. 

Find  for  the  things  mentioned  below,  other  names  which 
shall  describe  or  explain  them.  Add  such  names  to  these 
nouns,and  then  expand  the  expressions  into  complete  sen- 
tences. 

Model.— Ink.    Ink,  a  dark  fluid,  is  used  in  writing. 

Observe  the  following  rule. 

COMMA— RULE.— Explanatory  Modifiers,  especially  those  con- 
sisting of  more  than  one  word,  are  generally  set  oflFby  the  comma. 

New  York,  rain,  paper,  the  monkey,  the  robin,  tea,  Abraham  Lin- 
coln, Alexander  Hamilton,  world,  peninsula,  Cuba,  Shakespeare. 

Write  three  sentences,  each  of  which  shall  contain  a  noun 


Analysis  and  Parsing.  Ji 

or  pronoun  denoting  possession,  and  a  noun  or  pronoun  used 
to  explain. 


3ia^»Oi^ ' 


ANALYSIS    AND    PARSING. 
Miscellaneous  Examples  in  Review. 

1.  Living  toads  are  sometimes  found  in  tlie  middle  of  huge  rocks. 

2.  Pride  in  dress  or  in   beauty  betrays  a  weak  mind. 

3.  The  city  of  London  is  situated  on  the  river  Thames. 

4.  Napoleon  Bonaparte  was  born  in  1769,  at  Corsica,  an  island  in 
the  Mediterranean. 

5.  Men's  opinions  vary  with  their  interests. 

6.  Ammonia  is  found  in  the  sap  of  trees,  and  in  the  j  uices  of  all 
vegetables. 

7.  Earth  sends  up  her  perpetual  hymn  of  praise  to  the  Creator. 

8.  Having  once  been  deceived,  I  never  trusted  him  again. 

9.  -^sop,  the  author  of  ^sop's  Fables,  was  a  slave. 

10.  Hope  comes  with  smiles  to  cheer  the  hour  of  pain. 

11.  Clouds  are  collections  of  vapors  in  the  air. 
13.  To  relieve  the  wretched  was  his  pride. 

13.  Greece,  the  most  noted  country  of  antiquity,  scarcely  exceeded 
in  size  the  half  of  the  state  of  New  York. 


ANALYSIS    AND    PARSING. 

Miscellaneous  Examples  in  Review — continued. 

1.  We  are  never  too  old  to  learn. 

2.  Civility  is  the  result  of  good  nature  and  good  sense. 


74  Graded  Lessons  in  English. 

3.  The  riglit  of  the  people  to  instruct  their  representatives  is  gen- 
erally admitted. 

4.  The  immense  quantity  of  matter  in  the  Universe  presents  a  most 
striking  display  of  Almighty  power. 

5.  Virtue,  diligence,  and  industry,  joined  with  good  temper  and  pru- 
dence, must  ever  be  the  surest  means  of  prosperity. 

G.  The  people  called  Quakers  were  a  source  of  much  trouble  to  the 
Puritans. 

7.  The  Mayflower  brought  to  America  *  one  hundred  and  one  men, 
women,  and  children. 

8.  Edward   Wingfield,    an   avaricious  and  unprincipled  man,  was 
the  first  president  of  the  Jamestown  colony. 

9.  John  Cabot  and  his  son  Sebastian,  sailing  under  a  commission 
from  Henry  VII,  of  England,  discovered  the  continent  of  America. 

10.  True  worth  is  modest  and  retiring. 

11.  Jonah,  the  prophet,  preached  to  the  inhabitants  of  Nineveh. 

12.  The  broken  soldier,  kindly  bade  to  stay,  sat  by  his  fire  and  talked 
the  night  away. 


COMPLEX  SENTENCES. 
The  A.DJECTIVE  Clause. 

Hints  for  Oral  Instruction.— A  ■word-modifier  may  sometimes  be  expanded 
into  a  phrase  or  into  an  expression  that  asserts. 

T.  -A  wise  man  will  be  honored.  Expand  wise  into  a  phrase,  and  give  me  the  sen- 
tence. 

JP.— A  man  of  wisdom  will  be  honored. 

r.— Expand  wise  into  an  expression  that  asserts,  join  this  to  man,  as  a  modifier, 
and  then  give  me  the  entire  sentence. 

2». — A  man  who  is  wise  will  be  honored. 

T.-You  see  that  the  same  quality  may  be  expressed  in  three  ways  :  A  wise  man, 
A  man  of  wisdom,  A  man  who  is  wise. 

Let  the  pupils  give  similar  examples. 


*  One  hundred  and  one  may  be  taken  as  one  adjective. 


Complex  Sentences.  75 


T.—hx  the  sentence,  A  man  who  is  wise  will  be  honored,  the  word  who  stands  for 
what? 

I*. — For  the  noun  man. 

T. — Then  what  part  of  speech  is  it  ? 

J*.  —A  pronoun. 

T.— Put  the  noun  man  in  the  place  of  the  pronoun  who,  and  then  give  me  the  sen- 
tence. 

P. — A  man,  man  is  wise,  will  behonorcd. 

T.— I  will  repeat  your  sentence,  changing  the  order  of  the  words:  A  man  will  be 
honored.  Man  is  wise.  Is  the  last  sentence  now  joined  to  the  first,  as  a  modifier,  or 
are  they  two  separate  sentences  ? 

JP.— They  are  two  separate  sentences, 

T. — Then  you  see  that  the  pronoun  who  not  only  stands  for  the  noun  man,  but  it  con- 
nects  the  modifying  expression,  who  is  wise,  to  man,  the  subject  of  the  sentence,  A  man 
will  be  honored,  and  thus  there  is  formed  what  we  call  a  Complex  Sentence.  These 
two  parts  we  call  Clauses.  A  man  loill  be  honored  is  the  Indepetident  Clause  ; 
who  is  wise  is  the  Dependent  Clause. 

Use  the  diagram  to  illustrate  the  office  of  who  and  the  relation  of  these  clauses  to 
each  other. 


DEFINITION.— A  Clause  is  a  part  of  a  sentence  containing  a 
subject  and  its  predicate. 

DEFINITION. — A  Dependent  Clause  is  one  used  as  an  adjec- 
tive, an  adverb,  or  a  noun. 

DEFINITION. — An  Independent  Clau.se  is  one  not  dependent 
on  another  clause. 

DEFINITION.— A  Situple  Sentence  is  one  that  contains  but 
one  subject  and  one  predicate,  either  of  which  may  be  compound. 

DEFINITION.— A  Complex  Sentence  is  one  composed  of  an 
independent  clause  and  one  or  more  dependent  clauses. 


Model,— 


V 


Analysis  and  Parsing. 
man     ,       laiU  he  Tionored, 


who  \  ^  is  ^   wise 

Explanation  of  the  Diagram.— Yon  will  notice  that  the  lines  standing  for 
the  subject  and  predicate  of  the  indeoendent  clause  are  heavier  than  those  of  the  de- 


7^  Graded  Lessons  in  English. 

pendent  clause.  This  pictures  to  you  the  relative  importance  of  the  two  clauses.  You 
will  see  that  the  prououn  who  is  written  on  the  subject  line  of  the  dependent  clause. 
But  this  word  performs  the  office  of  a  conjunction,  also,  and  this  office  is  expressed 
ia  the  diagram  by  a  dotted  line.  As  all  modifiers  are  joined  by  slanting  lines  to  the 
words  they  modify,  you  learn  from  this  diagram  that  who  is  wise  is  a  modifier  of 
man. 

Oral  Analysis.  —This  is  a  complex  sentence,  because  it  consists  of  an  independent 
clause  and  a  dependent  clause.  A  man  will  be  honored  is  the  independent  clause  ;  who  is 
wise  is  the  dependent  clause.  Man  is  the  subject  of  the  independent  clause  ;  will  be 
honored  is  the  predicate.  The  word  A  and  the  clause,  who  is  rvise,  are  modifiers  of 
the  subject.  A  points  out  man,  and  who  is  wise  tells  the  kind  of  man.  A  man  who  is 
wise  is  the  modified  subject ;  the  predicate  is  unmodified.  Who  is  the  subject  of 
the  dependent  clause,  is  is  the  predicate,  and  wise  ia  the  attribute  complement.  Who 
connects  the  two  clauses. 

1.  He  wlio  runs  may  read. 

2.  Man  is  the  only  animal  that  laughs  and  weeps. 

3.  Henry  Hudson  discovered  the  river  which  bears  his  name. 

4.  He  necessarily  remains  weak  who  never  tries  exertion. 

5.  The  meridians  are  those  circles  that  extend  from  pole  to  pole. 

6.  He  who  will  not  be  ruled  by  the  rudder  must  be  ruled  by  the 
rock. 

7.  Animals  that  have  a  backbone  are  called  vertebrates. 

8.  Uneasy  lies  the  head  that  wears  a  crown. 

9.  The  thick  mists  which  prevail  in  the  neighborhood  of  New- 
foundland   are  caused  by  the  warm  waters  of  the  Gulf  Stream. 

10.  The  power  which  brings  a  p;n  to  the  ground  holds  the  earth  in 
its  orbit. 

11.  Death  is  the  black  camel  which  kneels  at  every  man's  gate, 

12.  Our  best  friends  are  they  who  tell  us  of  our  faults,  and  help  us 
to  mend  them. 

The  pupil  will  notice,  that,  in  some  of  tliese  sentences,  the 
dependent  clause  modifies  the  subject;  iu  others,  the  noun 
complement. 

COMMA— RULE.— The  adjective  or  the  (idverh  clause^  when 
it  does  not  closely  follow  the  word  modifled,  is  generally  set  off  bj 
the  comma. 


Sentence- Building.  77 


rs  *^ 


SENTENCE-BUILDING. 

Adjective  Clauses. 
Expand  eacli  of  the  following  adjectives  into 

1.  A  phrase  ; 

2.  A  clause ; 

and  then  build  these  three  modifiers  into  three  separate  sen- 
tences of  your  own  construction. 


•  who  has  energy. 
Model. — Energetic;  of  energy  ;  \  or 

.  who  is  energetic. 


< 


An  energetic  man  will  succeed.    A  man  of  energy  will  succeed.    A  man  who  has  energy 
(or  who  is  energetic)  will  succeed. 

Honest,  long-eared,  beautiful,  Avealtliy. 

Expand  each  of  the  following  possessive  nouns  into 

1.  A  phrase  ; 

2.  A  clause; 

and  then  build  these  three  modifiers  into   three   separate 
sentences. 

Model.— Saturn'' s  rings  ;  the  rings  of  Saturn  ;  the  rings  tvhich  surround  Satui-n. 

Saturn's  rings  can  be  seen  with  a  telescope.    The  rings  of  Saturn  can  be  seen  with 
a  telescope.     The  rings  which  surround  Saturn  can  be  seen  with  a  telescope. 

Absalom's  hair;  the  hen's  eggs;  the  elephant's  tusks. 

Change  the  following  simple  sentences  into  complex  sen- 
tences by  expanding  the  participial  phrases  into  clauses. 

The  vessels  carrying  the  blood  from  the  heart  are  called  arteries. 
The  book  prized  above  all  other  books   is  the  Bible. 
Rivers  rising  west  of  the  Eocky  Mts.    empty  into  the  Pacific  ocean. 
The  guns  fired  at  Lexington   were  heard  around  the  world. 


yS  Graded  Lessons  in  English. 


COMPLEX  SENTENCES. 
The  Adverb  Clause. 

Hints  for  Oral  Instruction.— You.  learned  in  Lesson  33,  that  an  adverb  can 
be  expanded  into  an  equivalent  phrase;  as,  The  book  was  carefully  read=The  book 
was  read  with  care. 

Wo  will  now  teach  you  that  a  phrase  used  as  an  adverb  may  be  expanded  into  au 
Adverb  clause.  In  the  sentence,  IVe  started  at  sunrise,  what  phrase  is  used  like  an 
adverb  ? 

f. — At  sunrise. 

T.— Expand  this  phrase  into  an  equivalent  clause,  and  give  me  the  entire  sentence. 

JP. — We  started  xvhen  the  sun  rose. 

T.— You  see  that  the  phrase,  at  sunrise,  and  the  clause,  when  the  sun  rose,  both  modi- 
fy sfarted.  telling  the  time  of  starting,  and  are,  therefore,  equivalent  to  adverbs.  We 
will,  then,  call  such  clauses  A.dverh  Clauses. 


Analysis  and  Parsing. 

Model.— 

"We      I  started 


\ 


^% 


sun    \  rose 


Explanation  of  the  Diagram.— Th&  line  which  connects  the  two  predicate 
lines  pictures  three  things.  It  is  made  up  of  three  parts.  The  upper  part  shows 
that  when  modifies  storied/ the  lower  part,  that  it  modifies  rose  (by  continuing  the 
part  below  the  horizontal  line  this  would  appear  plainer);  and  the  dotted  part  shows 
that  it  connects. 

Oral  Analysis. — This  is  a  complex  sentence,  because ;  we  started  is  the  in- 
dependent clause,  and  when  the  sun  rose  is  the  dependent  clause.  We  is  the  subject 
of  the  independent  clause,  and  started  is  the  predicate.  The  clause,  xvhen  the  sun  rose, 
is  a  modifier  of  the  predicate,  because  it  tells  when  we  started.  Started  when  the  sun 
rose  is  the  modified  predicate. 


Sentence-Building.  79 


Sun  is  the  subject  of  the  dependent  clause,  and  rose  is  the  predicate,  and  the,  is  a 
modifier  of  sun ;  the  sun  is  the  modified  subject.  When  connects  the  clause-modifier 
to  the  predicate  started. 

Parsing  of  when. —  When  is  an  adverb  modifying  the  two  verbs  started  and 
rose,  thus  connecting  the  two  clauses.  It  modifies  these  verbs  by  showing  that  the 
two  actions  took  place  at  the  same  time. 

1.  The  dew  glitters  when  the  sun  shines.  ' 

2.  Printing  was  unknown  when  Homer  wrote  the  Iliad. 

3.  Where  the  bee  sucks  honey,  the  spider  sucks  poison. 

4.  Ah  !  few  shall  part  where  many  meet. 

5.  Where  the  devil  cannot  come,  he  will  send. 

6.  While  the  bridegroom  tarried,  they  all  slumbered  and  slept. 

7.  Fools  rush  in  where  angels  fear  to  tread. 

8.  When  the  tale  of  bricks  is  doubled,  Moses  comes. 

9 .  When  I  look  upon  the  tombs  of  the  great,  every  emotion  of  envy 
dies  within  me. 

10.  The  upright  man  speaks  as  he  thinks. 

11.  He  died  as  the  fool  dieth. 

13.  The  sceptre  shall  not  depart  from  Judah  until  Shiloh  come. 


SENTENCE-BUILDING. 

Adverb  Clauses. 

Expand  each  of  the  following  phrases  into  an  adverb  clause, 
and  fit  this  clause  into  a  sentence  of  your  own  building. 

Model. — At  sunset;  when  the  sun  set.    We  returned  lohen  the  sun  set. 
At  the  hour  ;  on  the  playground  ;  by  moonlight ;  in  youth  ;  among 
icebergs  ;  after  school ;  at  the  forks  of  the  road  ;  during  the  day ;  be- 
fore church  ;  with  my  friend. 

To  each  of  the  following  independent  clauses,  join  an  ad- 

yerb  clause,  and  so  make  complex  sentences. 

Peter  began  to  sink.     The  man  dies .     Grass  grows 

.     Iron can  easily  be  shaped.     The  rattlesnake  shakes 


8o  Graded  Lessons  in  English. 


^>' 


his  rattle .      a  nation  mourns.      Pittsburgh  stands 

.     He  dared  to  lead . 

This  exercise  can  be  extended  by  requiring  tlie  pupils  to 
join  several  adverb  clauses  to  each  example  above  given. 

REVIEW   QUESTIONS. 

In  what  two  ways  may  nouns  he  used  as  modifiers  ?  Illustrate. 
Nouns  and  pronouns  denoting  possession  may  sometimes  be  changed 
into  what  ?  Illustrate.  Give  the  rule  for  the  punctuation  of  explana- 
tory modifiers.  Into  what  may  an  adjective  be  expanded  ?  Into  what 
may  a  participial  phrase  be  expanded  ?  Give  illustrations.  Give  an 
example  of  a  complex  sentence.  Of  a  clause.  Of  an  independent 
clause.  Of  a  dependent  clause.  Into  what  may  a  phrase  used  as  an 
adverb  be  expanded  ?     Illustrate. 


THE     NOUN    CLAUSE. 

Hints  for  Oral  Instruction.— That  stars  are  suns  is  taught  by  astronomers. 
What  is  taught  by  astronomers  ? 

J*.— That  stars  are  suns. 

T.— What,  then,  is  the  subject  of  is  taught? 

f, — The  clause,  That  stai-s  are  suns. 

T.— This  clause,  then,  performs  the  office  of  what  part  of  speech  ? 

JP.—  Of  a  noun. 

T.— Astronomers  teach  that  stars  are  suns.    What  do  astronomers  teach? 

J*. — That  stars  are  suns. 

T.  —  What  is  the  object  complement  of  teach? 

JP. — The  clause,  that  stars  are  suns. 

T.— What  office,  then,  does  this  clause  perform? 

J*. — That  of  a  noun. 

T.—The  teaching  of  astronomers  ts,  that  stars  are  suyis.  What  does  is  assert  of 
teaching? 

JP. — That  stars  are  suns. 

j'.—What,  then,  is  the  attribute  complement  ? 

I*. — That  stars  are  suns. 

T.—Does  this  complement  express  the  quality  of  the  subject,  or  does  it  name  tha 
same  thing  that  the  subject  names. 

I*. — It  names  the  same  thing  that  the  subject  names. 


Analysis  and  Parsing.  8i 


T.— It  is  equivalent,  then,  to  what  part  of  speech  ? 
J». — To  a  noun. 

T.— You  see,  then,  that  a  clause,  like  a  noun,  may  be  used  as  the  subject  or  the 
complement  of  a  sentence. 


Analysis    and  Parsing. 

Model.— 


TJiat 


stars  ,  are 


y^  suns 


is    faur/Zit 


asfronnmprs 

You  will  understand  this  diagram  from  the  explanation  of  the  second  diagram  in 
Lesson  49. 

Oral  Analysis. —This  is  a  complex  sentence,  in  which  the  whole  sentence  takes 
the  place  of  the  independent  clause.     That  stars  are  suns  is  the  dependent  clause. 

That  stars  are  suns  is  the  subject  of  the  whole  sentence,  etc. — .     That  simply 

introduces  the  dependent  clause. 

In  parsing,  call  that  a  conjunction. 

1.  Tliat  tlie  Scotcli  are  an  intelligent  people  is  generally  acknowl- 
edged. 

2.  That  tlie  moon  is  made  of  green  cheese  is  believed  by  some  boys 
and  girls. 

3.  That  Julius  Csesar  invaded  Britain  is  a  historic  fact. 

4.  That  children  should  obey  their  parents  is  a  divine  precept. 
0.  I  know  that  my  Redeemer  liveth. 

G.  Plato  taught  that  the  soul  is  immortal. 

7.  Peter  denied  that  he  knew  his  Lord. 

8.  Mahomet  found  that  the  mountain  would  not  move. 

9.  The  principle  maintained  by  the  Colonies  was,  that  taxation 
without  representation  is  unjust. 

10.  Our  intention  is,  that  this  work  shall  be  well  dons. 

11.  Our  hearts'  desire  and  prayer  is,  that  you  may  be  saved. 

12.  The  belief  of  the  Sadducees  was,  that  there  is  no  resurrection 
of  the  dead. 


82  Graded  Lessons  in  English. 


LESSOM  Si 


i9 

COMPOUND     SENTENCES. 

Analysis  and  Parsing. 

DEFINITION.— A  Compound  Sentence  is  one  composed  of  two  or 
more  independent  clauses. 

s 

Model,  — War  has  ceasedfind  pewce  has  come. 

War  ,      Tias   ceased 


[  ancl 
1 

peace        Tiasl  come 

Explanation  of  the  Diagrnm,~Th^ese  two  clause  diagrams  are  shaded  alike  to 
6how  that  the  two  clauses  are  of  the  same  rank.  The  connecting  line  is  not  slanting, 
for  one  clause  is  not  a  modifier  of  the  other.  As  one  entire  clause  is  connected  -with 
the  other,  the  connecting  line  is  di-awn  between  the  predicates  simply  for  convenience. 

Oral  Analysis, — This  is  a  compnund  sentence,  because  it  is  made  up  of  two  iude< 
peudent  clauses.    The  lirst  clause,  etc. ■, 

1.  Morning  dawns,  and  tlie  clouds  disperse. 

2.  Prayer  leads  the  heart  to  God,  and  He  always  listens. 

3.  A  soft  answer  turneth  away  wrath,  but  grievous  words  stir  up 
anger. 

4.  Power  works  easily,  but  fretting  is  a  peri^etual  confessiou  of 
weakness. 

5.  Many  meet  the  gods,,  but  few  salute  them. 
G.  We  eat  to  live,  but  we  do  not  live  to  eat. 

7.  The   satellites  revolve   in   orbits   around  the  planets,  and  the 
planets  move  in  orbits  around  the  sun. 

8.  A  wise  son  makoth  a  glad  father,  but  a  foolish  son  is  the  heavi- 
ness of  his  mother. 

9.  Every  man  desires  to  live  long,  but  no  man  would  be  old, 

10.  *Pride  goeth  before  destruction,and  a  haughty  si)irit  before  a  fall 


*  A  verb  is  to  be  supplied  in  each  of  the  last  three  sentences. 


Sentences  Classified  zvitJi  Respect  to  Meaning.       83 

11.  Towers  are  measured  by  their  shadows,  and  great  men,  by  their 
calumniators. 

12.  Worth  makes  the  man,  and  want  of  it,  the  fellow. 


SENTENCES    CLASSIFIED    WITH     RESPECT    TO 

THEIR  MEANING. 

Hints  for  Oral  Instruction.— Yon  have  already  become  acquainted  with 
three  kinds  of  sentences.    Can  you  name  them  ? 

1*.— The  Simple  Sentence,  the  Complex,  and  the  Compound. 

T. — These  classes  have  been  made  with  regard  to  the  form  of  the  sentence.  We 
will  now  arrange  sentences  in  classes,  with  regard  to  their  meaning. 

Mary  sings.  Does  Mary  sing?  Sing,  Mary.  How  Mary  sings!  Here  are  four 
simple  sentences.    Do  they  all  mean  the  same  thing  ? 

JP.— They  do  not. 

T.— Well,  you  see  they  differ.  Let  me  tell  you  wherein.  The  first  one  tells  a  fact, 
the  second  asks  a  question,  the  third  expresses  a  command,  and  the  fourth  expresses 
sudden  thought  or  strong  feeling.  We  call  the  first  a  Declarative  sentence^  the 
second  an  Interrogative  sentence,  the  third  an  Imperative  sentence,  and  the 
fourth  an  Exclamatory  sentence. 


DEFINITION.— A  Declarative  Sentence  is  one  that  affirms 
or  denies. 

DEFINITION.— An  Interrogative  Sentence  is  one  that  ex- 
presses a  question. 

DEFINITION —An  Imperative  Sentence  is  one  that  expresses 
a  coniniancl  or  an  entreaty. 

DEFINITION.— An  Exclamatory  Sentence  is  one  that  ex- 
presses sudden  thought  or  strong  feeling". 

INTERROGATION  POINT— RULE —Every  direct  interrogative 
sentence  should  be  foUoived  by  an  interrogation  point. 

— ♦— — 
SENTENCE-BUILDING. 

Change  each  of  the  following  declarative  sentences  into 
three  interrogative  sentences,  and  tell  how  the  change  was 
made. 


84  Graded  Lessons  in  English, 

' '  '  " — ■ — ' — ~  ■  '^  ■- 

3Iodel. — Gii'ls  can  skate.     Can  girls  skate?    How  can  girls  skate?     What  girls  can 
skate  ? 

You  are  happy.     Parrots  can  talk.     Low  liouses  were  built. 

Change  each  of  the  following  declarative  sentences  into 
an  imperative  sentence. 

3Io(lel. — Carlo  eats  his  dinner.    Eat  your  dinner.  Carlo. 
George  plays  the  flute.     Birdie  stands  on  one  leg. 

Change  each  of  the  following  declarative  sentences  into 
as  many  exclamatory  sentences  as  you  can. 

Model.— You  are   happy.     How  haj)py  you  are!      What  a  happy  child  you  are/ 
You  are  so  happy ! 

Time  flies  swiftly.     I  am  glad  to  see  you.     A  refreshing  shower  fell. 
Lapland  is  a  cold  country.     It  is  hot  between  the  tropics. 

AVrite  a  declarative,  an   interrogative,  an  imperative,  and 
an  exclamatory  sentence  on  each  of  the  following  topics. 
Weather,  lightning,  a  stage  coach. 


ANALYSIS  AND  PARSING. 

Miscellaneous  Exercises  in  Review. 

In  the  analysis,  classify  these  sentences  first  with  reference 
to  theiv  form,  and  then,  with  reference  to  their  meaning. 

1.  Wickedness  is  often  made  a  substitute  for  wit. 

2.  Alfred  was  a  brave,  pious,  and  patriotic  prince. 

3.  The  throne  of  Philip  trembles  while  Demosthenes  speaks. 

4.  That  the  whole  is  equal  to  the  sum  of  its  parts  is  an  axiom. 

5.  The  lion  belongs  to  the  cat  tribe,  but  he  cannot  climb  a  tree. 
0.  Pride  is  a  flower  that  grows  in  the  devil's  garden. 

7.  Of  all  forms  of  habitation,  the  simplest  is  the  burrow. 

8.  When  the  righteous  are  in  authority,  the  people  rejoice. 

9.  When  the  wicked  beareth  rule,  the  people  mourn. 


Analysis  and  Parsing,  85 

10.  *Cassius,  be  not  deceived. 
^  11.  How  poor,  liow  rich,  how  abject,  how  august,  how  wonderful  is 
jnau  ! 

12.  Which  is  the  largest  city  in  the  world  ? 


ANALYSIS    AND    PARSING. 
Miscellaneous  Exercises  in  Review — continued. 

1.  Politeness  is  the  oil  which  lubricates  the  wheels  of  society. 

2.  O  liberty  !  liberty  !  how  many  crimes  are  committed  in  thy  name  I 

3.  The  mind  is  a  goodly  field,  and  to  sow  it  with  trifles  is  the  worst 
husbandry  in  the  world. 

4.  Every  day  in  thy  life  is  a  leaf  in  thy  history. 

5.  Make  hay  while  the  sun  shines. 

6.  Columbus  did  not  know  that  he  had  discovered  a  new  Continent. 

7.  The  subject  of  inquiry  was,  who  invented  printing? 

8.  The  cat's  tongue  is  covered  with  thousands  of  little  sharp  cones, 
pointing  towards  the  throat. 

9.  The  fly  sat  upon  the  axle  of  a  chariot-wheel  and  said,  ''  What  a 
dust  do  I  raise  ! " 

10.  Sir  Humphrey  Gilbert,  attempting  to  recross  the  Atlantic  in  his 
little  vessel,  the  Squirrel,  went  down  in  mid-ocean. 

11.  Charity  begins  at  home,  but  it  should  not  stay  there. 

12.  The  morn,  in  russet  mantle  clad,  walks  o'er  the  dew  of  yon  high 
eastern  hill. 

*Cassius  is  independent,  and  maybe  diagramed  like  an  interjection.    The  subjecti 
of  &e  deceived  is  thou,  or  you,  understood. 


86  Graded  Lessons  hi  English, 


MISCELLANEOUS     ERRORS    IN     REVIEW. 

I  haven't  near  so  much.  I  only  want  one.  Draw  the  string  tightly. 
He  writes  good.  I  will  prosecute  him  who  sticks  bills  upon  this  church 
Of  any  other  nuisance.  Noah  for  his  godliness  and  his  family  were 
saved  from  the  flood.  We  were  at  Europe  this  summer.  You  may 
rely  in  that.  She  lives  to  home.  I  can't  do  no  work.  He  will  never 
be  no  better.  They  seemed  to  be  nearly  dressed  alike.  I  won't  never 
do  so  no  more.  A  ivory  ball.  An  hundred  head  of  cattle,  george 
Washington,  gen  dix  of  n  y.  o  sarali  i  Saw  A  pretty  Bonnet,  are 
You  going  home  ?  A  young  man  wrote  these  verses  who  has  long  lain 
in  his  grave  for  his  own  amusement.  This  house  will  be  kept  by  the 
widow  of  Mr.  B.  who  died  recently  on  an  improved  plan.  In  correct- 
ing the,  position  of  the  adjective  clauses  in  the  two  examples  above, 
observe  the  caution  for  the  phrase  modifiers,  Lesson  41.  He  was  an 
independent  small  farmer.  The  mind  knows  feels  and  thinks.  The 
urchin  was  ragged  barefooted  dirty  homeless  and  friendless.  I  am 
some  tired.  This  here  road  is  rough.  That  there  man  is  homely, 
pshaw  i  am  so  Disgusted.  Whoa  can't  you  stand  still.  At  the  end  of 
this  recitation  you  can  go  to  your  seats.  James  the  gardener  gave  me 
a  white  lily.  Irving  the  genial  writer  lived  on  the  hudson.  Webster 
the  author  of  a  dictionary  was  not  Webster  the  orator. 


SENTENCE-BUILDING. 

Build  one  sentence  ont  of  each  group  of  the  sentences 
which  follow. 

Model.— kn  able  man  was  chosen. 

A  prudent  man  was  chosen. 

An  honorable  man  was  chosen. 
An  able,  prudent,  and  honorable  man  was  chosen. 


Sentence-Building.  87 

Pure  water  is  destitute  of  color. 
Pure  water  is  destitute  of  taste. 
Pure  water  is  destitute  of  smell. 

Cicero  was  the  greatest  orator  of  his  age. 
Demosthenes  was  the  greatest  orator  of  his  age. 

Daisies  peeped  up  here. 
Daisies  peeped  up  there. 
Daisies  peeped  up  everywhere. 

Expand  each  of  the  following  sentences  into  three. 

The  English  language  is  spoken  in  England,  Canada,  and  the 
United  States.  The  Missouri,  Ohio,  and  Arkansas  rivers  are  branches 
of  the  Mississippi. 

Out  of  the  four  following  sentences,  build  one  sentence 
having  three  explanatory  modifiers. 

Model. — Elizabeth  was  the  daughter  of  Henry  VIII. 
Elizabeth  was  sister  of  Queen  Mary. 
Elizabeth  was  the  j)atron  of  literature. 
Elizabeth  defeated  the  Armada. 

Elizabeth,  the  daughter  of  Henry  VIII.,  sister  of  Queen  Mary,  and  the  patron  of  litera- 
ture, defeated  the  Armada. 

Boston  is  the  capital  of  Massachusetts. 
Boston  is  the  Athens  of  America. 
Boston  is  the  "  Hub  of  the  Universe." 
Boston  has  crooked  streets. 

Expand  the  following  sentence  into  four  sentences. 

Daniel  Webster,  the  great  jurist,  the  expounder  of  the  Constitution, 
and  the  chief  of  the  "  American  Triumvirate,"  died  with  the  words, 
"  I  still  live,"  on  his  lips. 


88  Graded  Lessons  in  English. 


SENTENCE-BUILDING. 

Change  the  following  simple  sentences  into  complex  sen- 
tences by  expanding  the  phrases  into  adjective  clauses. 

Model. — People  living  in  glass  houses  shouldn't  throw  stones. 

People  who  live  in  glass  houses  shouldn't  throw  stones. 

Those  living  in  the  Arctic  regions  need  much  oily  food. 
A  house  built  upon  the  rock  will  stand. 
The  boy  of  studious  habits  will  always  have  his  lesson. 
Wellington  was  a  man  of  iron  will.  ' 

Change  the  following  complex  sentences  into  simple  sen- 
tences by  contracting  the  adjective  clauses  into  phrases. 

Much  of  the  cotton  which  is  raised  in  the  Gulf  States  is  exported. 

The  house  which  was  built  upon  the  sand  fell. 

A  thing  which  is  beautiful  is  a  joy  forever. 

Aaron  Burr  was  a  man  who  had  fascinating  manners. 

Change  the  following  simple  sentences  into  complex  sen- 
tences by  expanding  the  j)hrases  into  adverb  clauses. 

Jflodel. — Birds  return  in  the  spring.     When  spring  comes,  the  birds  return. 
The  dog  came  at  call.     In  old  age,  our  senses  fail. 

Change  the  following  complex  sentences  into  simple  sen- 
tences by  contracting  the  adverb  clauses  into  phrases. 

The  ship  started  when  the  tide  was  at  flood. 

When  he  reached  the  middle  of  his  speech,  he  stopped. 

By  supplying  noun  clauses,  make  complete  sentences  out 

of  the  following  expressions. 

is    a  well-known    fact.     The    fact    was   .     Ben. 

Franklin  said . 


General  Review.  89 


I 


GENERAL    REVIEW. 

What  is  a  letter  ?  Give  tlie  name  and  tlie  sound  of  each  of  the  letters 
in  tlie  three  following-  words  :  letters,  name,  sound.  Into  what  classes 
are  letters  divided  ?  Define  each  class.  Name  the  W2C<2Z«.  How  are  the 
different  kinds  of  sounds  made  ?  What  is  a  tcord  f  What  is  artificial 
language  f  What  is  EnglisJi  Grammar  f  What  is  sx  sentence  f  What 
is  the  difference  between  the  two  expressions,  ripe  apples  and  aj^ples 
are  ripe  f  What  two  parts  must  every  sentence  have  ?  Define  each. 
What  is  the  analysis  of  a  sentence  ?  What  is  a  diagram  ?  What  are 
the  two  rules  in  Lesson  8  ?  What  are  parts  of  speech  ?  How  many 
parts  of  speech  are  there  ?  Give  an  example  of  each  ?  What  is  a 
noun?  What  rule  is  given  in  Lesson  15?  What  is  a  t^ev'J .^  What 
must  every  predicate  contain?  What  is  a  pronoun?  Give  the  rule 
for  writing  the  words  /and  0  ?  What  is  a  modifier  ?  What  is  an  ad- 
jective? What  adjectives  are  sometimes  called  articles  ?  When  is  a 
used  ?  When  is  an  used  ?  Illustrate.  Give  an  example  of  one  mod- 
ifier joined  to  another.  What  is  an  adverb?  What  is  a  phrase? 
What  is  a  preposition?  What  is  a  conjunction?  What  is  an  interjec- 
tion ?     What  are  the  four  rules  in  Lesson  37  ? 


GENERAL    REVIEW. 

Whvit is  ViTi  object  complement?  What  is  an  attribute  complement f 
What  are  the  cautions  given  in  Lesson  40  ?  What,  in  Lesson  41  ? 
How  does  a  participle  differ  from  a  predicate  verb  ?  Illustrate.  What 
offices  does  an  infinitive  phrase  perform?  lUastrate.  Give  the  rule 
for  the  punctuation  of  explanatory  modifiers.  How  are  sentences  clas- 
sified with  respect  to  form  ?    Give  an  example  of  each  class.  What  is 


po  Graded  Lessons  in  English. 


a  simple  sentence  ?  What  is  a  claiLse  ?  What  is  a  dependent  clause  1 
What  is  an  independent  clause  ?  What  is  a  complex  sentence  ?  What 
is  a  compound  sentence  ?  How  are  sentences  classified  with  respect  to 
meaning  f  Give  an  example  of  each  class.  What  is  a  declarative  sen- 
tence ?  What  is  an  interrogative  sentence  ?  What  is  an  imperative 
sentence?  What  is  an  exclamatory  sentence?  What  rule  is  given  in 
Lesson  63  ?  What  different  offices  may  a  noun  perform  ?  Ans. — A 
noun  may  be  used  as  a  subject,  as  an  object,  as  an  attribute,  as  a  pos- 
sessive modijier,  as  an  explanatory  modifier,  as  the  principal  icord  in  a 
prepositional  phrase,  and  it  may  he  used  independently.  Illustrate  each 
use.  What  are  sometimes  substituted  for  nouns.  Ans. — Pronouns, 
phrases,  and  clauses.  Illustrate.  What  is  the  principal  office  of  a 
verb  ?  What  offices  may  be  performed  by  a  phrase  ?  What  by  a 
clause  ?  What  different  offices  may  an  adjective  perform  ?  What  parts 
of  speech  may  connect  clauses  ?  Ans.  —  Conjunctions,  adverbs,  and 
pronouns,    (See  Lessons  62,  59,  and  57.) 


92 


:moi:)KI. 


'^/7 


mn^yll/  ■^.  -l^t't'/i.^^' 


C/li^^/€<>'y 


'€^??A 


4./:'J€y 


1 


/ 


"^r^ 


'.jy 


.^^M-e-ccyM-J  : 


I 


'r 


€an-:j-(^/?6A 


c/da^/^ 


O'JJ  ■  cK4e^\  \^€'C^J 


,  €Zj^.ffite>'/7^i-iJ 


93 


DIAOPvANLS 


C/di^      /^?2^^J^2^<^^<ii? ''      A^ty?"?- 


\ 


f 


yU^/l</  \.     ,'M-C^/rZ^y 


\ 


— h:^-T- 


\yt^'f'n/z^^k^^i<my 


\ ^ '■ 


r^-r 1 ^ 


''^ 

N>^ 


H-T- r- 


\^- 


y^tu^^-a^iy 


\%- 


,^ 


%V 


^ 


AZc, 


€l^^?7<i- 


y,- 


.e^t-^C^iyi^- 


■yylt^^ 


Parts  of  Speech  Subdivided.  95 


PARTS   OF    SPEECH 
SUBDIVIDED. 

Classes  of  Nouns. 

'Hints  for  Oral  Instruction.— Reresifter,  in  the  "  Hints,"  we  shall  drop  the 
dialogue  form,  but  we  expect  the  teacher  to  continue  it.  A  poor  teacher  does  all  the 
talking  a  good  teacher  makes  the  pupils  talk. 

The  teacher  may  here  refer  to  his  talk  about  the  classification  of  birds,  and  show, 
that,  a|fer  birds  have  been  ari-anged  in  great  classes,  such  as  robins,  sparrows,  etc., 
these  classes  will  need  to  be  subdivided,  if  the  pupil  is  to  be  made  thoroughly  ac- 
quainted with  this  department  of  the  animal  kingdom.  So,  after  grouping  words  into 
the  eight  great  classes,  called  Parts  of  Speech,  these  classes  may  be  divided  into  other 
classes.  For  instance,  take  the  two  nouns  city  and  Brooklyn.  The  word  city  is  the 
common  name  of  all  places  of  a  certain  class,  but  the  word  Brooklyn  is  the  proper  or 
particular  name  of  an  individual  of  this  class.  We  have  here,  then,  two  kinds  of 
nouns  which  we  call  Common  and  Proper. 

Let  the  teacher  write  a  number  of  nouns  on  the  board,  and  require  the  pupil  to 
classify  them  and  give  the  reasons  for  the  classification. 

To  prepare  the  pupil  thoroughly  for  this  work,  the  teacher  will  find  it  necessary  to 
explain  why  such  words  as  music,  mathematics,  knowledge,  etc.,  are  common  nouns. 
Music,  e.  g.,  is  not  a  proper  noun,  for  it  is  not  a  name  given  to  an  individual  thing  to 
distinguish  it  from  other  things  of  the  same  class.  There  are  no  other  things  of  the 
same  class— it  forms  a  class  by  itself.     So  we  call  the  noun  music  a  common  noun. 

Classes  of  Pronouns, 

The  speaker  seldom  refers  to  himself  by  name,  but  uses  the  pronoun  I  instead.  In 
speaking  to  a  person,  we  often  tise  the  pronoun  you  instead  of  his  name.  In  speaking 
of  a  person  or  thing  that  has  been  mentioned  before,  we  say  he  or  she  or  it.  These 
words  that  by  their  form  indicate  the  speaker,  the  hearer,  or  the  person  or  thing 
spoken  of,  are  called  Personal  Pronouns.     See  Lesson  19,  "  Hints." 

Give  sentences  containing  nouns  repeated,  and  require  the  pupils  to  improve  these 
sentences  by  s.ubstituting  pronouns. 

When  we  wish  to  refer  to  an  object  that  has  been  mentioned  in  another  clause,  and 


QO  Graded  Lessons  in  English. 

at  the  same  time  to  connect  the  clauses,  we  use  a  class  of  i^ronouns  called  Jtelative 
ProiiouHS.  Let  the  teacher  illustrate  by  using  the  prououus  wlio,  which,  aud  that. 
See  Lesson  57,  "  Hints  for  Oral  Instruction." 

When  we  wish  to  ask  about  anything  whose  name  is  unknown,  we  use  a  class  of  pro- 
nouns called  Interrogative  fronotins.  The  interrogative  pronoun  stands  for 
the  unknown  name,  and  asks  for  it;  as,  Wht)  comes  here?  What  is  this? 

Both  men  ivere  lurong.  Let  us  omit  men  aud  say  both  were  wrong.  You  see  the 
meaning  is  not  changed — both  is  here  equivalent  to  both  men,  that  is,  it  performs  the 
office  of  an  adjective  and  a  noun.  It  is,  therefore,  an  Adjective  Pronoun.  Let 
the  teacher  further  illustrate  the  office  of  the  adjective  pronoun  by  using  the  words 
each,  all,  many,  some,  euch,  etc. 


DEFINITIONS. 

Classes   of  Notjks. 

A  Cotunion  Noun  is  a  uame  which  belcugs  to  all  tilings  of  a 
class. 
A  I* roper  Noun  is  the  particular  name  of  aii  individual. 

Classes  of  Pronouns. 

A  Personal  Pronoun  is  one  that,  hy  its  form,  denotes  the 
speaker,  the  one  spoken  to,  or  the  one  spoken  of. 

A  Belative  Pronoun  is  one  that  relates  to  some  preceding 
word  or  w  ords,  and  connects  clauses. 

An  Interrogative  Pronoun  is  one  with  which  a  question 
is  asked. 

An  Adjective  Pronoun  is  one  that  performs  the  ofiftces  of 
both  an  adjective  aud  a  noun. 


SENTENCE-BUILDIInGt. 

Bnild  each  of  the  following  groups  of  nouns  into  a  sen- 
tence.    See  Rule,  Lesson  15. 


Classes  of  Adjectives.  97 

Webster  cares  office  wasliingtou  repose  liome  marslifield. 

george  wasliingtou  commander  army  revolution  president  united 
states  Westmoreland  state  Virginia  month  february. 

san  francisco  city  port  pacific  trade  united  states  lines  steamships 
sandwich  islands  japan  china  australia. 

Write  five  simple  sentences,  each  containing  one  of  the 
five  pergonal  pronouns :  /,  thou  or  you,  lie,  she,  and  it. 

Write  four  complex  sentences,  each  containing  one  of  tlio 
four  relative  pronouns:  loho,  whicli,  that.,  and  what. 

What  is  used  as  a  relative  pronoun  when  the  antecedent  is  omitted.  The  word  for 
which  a  pronoun  stands  is  called  its  antecedent.  When  we  express  the  antecedent, 
we  use  which.     I  shall  do  what  is  required  ;  I  shall  do  the  thing  which  is  required. 

Build  three  interrogative  sentences,  each  containing  one 
of  the  three  interrogative  pronouns:  ivho,  lohich,  and  ivhat. 

Build  eight  sentences,  each  containing  one  of  the  follow- 
ing adjective  pronouns :  feiu,  many,  much,  soine,  this,  these, 
that,  those. 


CLASSES    OF    ADJECTIVES. 

Bints  for  Oral  Instruction.— V^hen  I  say  la7'ge,  rounds  siveet,  yellow^  oranges, 
the  words  large,  round,  sweet,  and  yellow  raodil'y  the  word  oranges  by  telling  the  kind^ 
and  limit  the  application  of  the  word  to  ox-anges  of  that  kind. 

When  I  say  this  orange,  yonder  orange,  one  orange,  the  words  this,  yonder,  and  one  do 
not  tell  the  kind,  but  simply  point  out  or  number  the  orange,  and  limit  the  applica- 
tion of  the  word   to  the  orange  pointed  out  or  numbered. 

Adjectives  of  the  first  class  describe  by  giving  a  quality,  and  so  are  called  De- 
scriptive adjectives. 

Adiectives  of  the  second  class  define  by  pointing  out  or  numbering,  and  so  are 
called  Definitive  adjectives. 

Let  the  teacher  write  uouus  on  the  board,  and  require  the  pupils  to  modify  them 
by  appropriate  descriptive  and  definitive  adjectives. 


98  Graded  Lessons  in  English. 


DEFINITIONS. 

A  Descriptive  Adjective  is  one  that  limits  by  expressing 
quality. 

A  Definitive  Adjective  is  one  that  limits  hy  pointing  out  or 
numbering. 

SENTENCE-BUILDING. 

Place  the  following  adjectives  in  two  columns,  one  headed 
descriptive,  and  the  other  definitive,  then  build  simple  sen- 
tences in  which  they  shall  be  Qiw^loy q&h^ modifiers.  Find 
out  the  meaning  of  each  word  before  you  use  it. 

Round,  frolicsome,  first,  industrious,  jolly,  idle,  skillful,  each,  tlie, 
faithful,  an,  kind,  one,  tall,  ancient,  modern,  dancing,  mischievous, 
stationary,  nimble,  several,  slanting,  parallel,  oval,  every. 

Build  simple  sentences  in  which  the  following  descriptive 
adjectives  shall  be  employed  as  attrihtte  complements.  Let 
some  of  these  attributes  be  compound. 

Restless,  impulsive,  dense,  rare,  gritty,  sluggish,  dingy,  selfish, 
clear,  cold,  sparkling,  slender,  graceful,  hungry,  friendless. 

Build  simple  sentences  in  which  the  following  descriptive 
adjectives  shall  be  employed. 

Some  of  these  adjectives  have  i\\Qform  0^ ^Mrticiples,  and 
some  are  derived  from  2^^'oper  nouns. 

CAPITAL  LETTER— RULE — An  Adjective  derived  from  a  proper 
noun  must  begin  with  a  capital  letter. 

Shining,  moving,  swaying,  bubbling,  American,  German,  French, 
Sw^iss,  Irish,  Chinese. 


Classes  of  Verbs.  99 


CLASSES     OF     VERBS. 

Mints  for  Oral  Instruction.— The  man  caught  makes  no  complete  assertion, 
and  is  not  a  sentence.  If  I  add  tlie  object  complement  Jish,  I  complete  the  assertion 
and  form  a  sentence — The  man  caught  fish.  The  action  expressed  by  caught  passes 
over  from  the  man  to  the  fish.  Transitive  means  passing  over,  and  so  all  those  verbs 
that  express  an  action  that  passes  over  from  a  doer  to  something  which  receives,  are 
called  Transitive  verbs. 

Fish  swim.  The  verb  swim  does  not  require  an  object  to  complete  the  sentence. 
No  action  passes  from  a  doer  to  a  receiver.  These  verbs  which  express  action  that 
does  not  pass  over  to  a  receiver,  and  all  those  which  do  not  express  action  at  all,  but 
simply  being  or  state  of  being,&re  called  Intransitive  verbs. 

Let  the  teacher  write  transitive  and  intransitive  verbs  on  the  board,  and  require 
the  pupils  to  distinguish  them. 

When  I  say,  I  crush  the  worm,  I  express  an  action  that  is  going  on  now,  or  in  present 
time.  I  crushed  the  worm,  expresses  an  action  that  took  place  in  past  time.  As  tense 
means  time,  we  call  the  form  crush  the  present  tense  of  the  verb,  and  crushed  the  past 
tense.  In  the  sentence,  The  worm  crushed  under  my  foot  died,  crushed,  expressing 
the  action  as  assumed,  is,  as  you  have  already  learned,  a  participle;  and,as  the  action 
is  completed,  we  caU  it  a  past  participle.  Now  notice  that  ed  was  added  to  crush,  the 
verb  in  the  present  tense,  to  form  the  verb  in  the  past  tense,  and  to  form  the  past 
participle.  IMost  verbs  form  their  past  tense  and  their  past  participle  by  adding  ed, 
and  so  we  call  them  Hey  alar  verbs. 

I  see  the  man ;  I  saw  the  man ;  The  man  seen  by  me  ran  away.  I  catch  fish  in  the 
brook;  I  ca?<^/<<  fish  in  the  brook ;  The  fish  caught  in  the  brook  tasted  good.  Here 
the  verbs  see  and  catch  do  not  form  their  past  tense  and  past  participle  by  adding  ed 
to  the  present,  and  so  we  call  them  Irregular  verbs. 

Let  the  teacher  write  on  the  board  verbs  of  both  classes, and  require  the  pupils  to 
distinguish  them. 


^o» 


DEFINITIONS. 

Classes  of  Verbs  with  respect  to  Meaning. 
A  Transitive  Verb  is  one  that  requires  an  object.* 
An  Intransitive  Verb  is  one  that  does  not  require  an  object. 

♦  The  object  of  a  transitive  verb,  that  is,  the  name  of  the  receiver  of  the  action, 
may  be  the  object  complement  or  it  may  be  the  subject ;  as,  Brutus  stabbed  Ccesar. 
Ccesar  was  stabbed  by  Brutus. 


100  Graded  Lessons  in  English. 


Classes  of  Verbs  with  respect  to  Form. 

A  Megiilar  Verb  is  one  that  forms  its  past  tense  and  past  par- 
ticiple by  adding  ed  to  tlie  present.* 

An  Irregular  Verb  is  one  tliat  does  not  form  its  past  tense  and 
past  participle  by  adding  ed  to  the  present. 

SENTENCE-BUILDING. 

Place  the  following  verbs  in  two  columns,  one  headed 
transitive  and  the  othev, intransitive.  Place  the  same  verbs 
in  two  other  columns,  one  headed  regular  and  the  other, 
irregular.  Build  these  verbs  into  sentences  by  supplying 
a  subject  to  each  intransitive  verb,  and  a  subject  and  an 
object  to  each  transitive  verb. 

Vanish,  gallop,  bite,  promote,  contain,  produce,  provide,  veto, 
secure,  scramble,  rattle,  draw. 

Arrange  the  following  verbs  as  before,  and  then  build 
them  into  sentences  by  supplying  a  subject  and  a  noun  at- 
tribute to  each  intransitive  verb,  and  a  subject  and  an 
object  to  each  transitive  verb. 

Degrade,  gatlier,  know,  was,  became,  is. 

A  verb  may  be  transitive  in  one  sentence  and  intransitive 
in  another.     Use  the  following  verbs  both  ways. 

Model.— The  wren  sings  sweetly. 

The  wren  sings  a  pretty  little  song. 

Bend,  ring,  break,  dasli,  move. 


*  If  the  present  ends  in  e,  tlio  e  is  dropped  when  ed  is  added;  as,  love,  loyedi  be- 
lieve, believed. 


Classes  of  Adverbs.  loi 


CLASSES    OF    ADVERBS. 

Hints  for  Oral  Instruction. — When  I  say,  He  will  come  soon,  or  presently,  or 
often,  or  early,  I  am  using  words  to  modify  idUI  covie  which  exjiress  the  time  of  com- 
ing.    These  and  all  such  adverbs  we  call  Adverbs  of  Titne. 

He  will  come  ujj,  or  hither,  or  here,  or  back.  Here  I  use  words  to  modify  will  cortif 
which  express  pt'ace.    These  and  all  such  adverbs  we  call  Adverbs  of  Place. 

When  I  say,  The  weather  is  so  cold,  or  very  cold,  or  intensely  cold,  the  words  so, 
very,  and  intensely  modify  the  adjective  cold  by  expressing  the  degree  of  coldness. 
These  and  all  such  adverbs  we  call  Adverbs  of  IDegree. 

When  I  say.  He  spoke /reeZy,  wisely,  and  well,  the  words  freely,  wisely,  and  well  tell 
hotu  or  in  what  manner  he  spoke.     All  such  adverbs  we  call  A.dverbs  of  Jffanner. 

Let  the  teacher  place  adverbs  on  the  board,  and  require  the  pupil  to  classify  them. 


DEFIMTIOXS. 

Adverbs  of  Time  are  those  which  generally  answer  the  ques- 
tiou,  When  ? 

Adverbs  of  Place  are  those  wliich  generally  answer  the  qnes- 
tiouj  Where  f 

Adverbs  of  Degree  are  those  which  generally  answer  the 
question.  To  what  extent  f 

Adverbs  of  Manner  are  those  which  generally  answer  tlie 
question.  In  what  way  ? 

SENTENCE-BUILDING. 

Place  the  following  adverbs  in  the  four  classes  we  have 
made — if  the  classification  be  perfect,  there  wall  be  five  words 
in  each  column — then  build  each  adverb  into  a  simple 
sentence. 

Partly,  only,  too,  wisely,  now,  liere,  wlien,  very,  well,  where, 
nobly,  already,  seldom,  more,  ably,  away,  always,  not,  there,  out. 


102  Graded  Lessons  in  English. 

(Some  adverbs,  as  you  have  already  learned,  modify  two 
verbs,  and  thus  connect  the  two  clauses  in  which  these 
verbs  occur.     Such  adverbs  are  called  Conjunctive  Adverbs, 

The  following  dependent  clauses  are  introduced  by  con- 
junctive  adverbs.  Build  them  into  complex  sentences  by 
supplying  independent  clauses. 

when  the  ice  is  smooth  ;  wliile  we  sleep ;  heforo 

winter  comes  ; where  the  reindeer  lives  ; wherever  you  go. 


CLASSES  OF  CONJUNCTIONS. 

Mints  for  Oral  Instrxiction.— Frogs,  antelopes,  and  kangaroos  can  jump. 
Here  the  three  nouns  are  of  the  same  rank  m  the  sentence.  All  are  subjects  of  can 
jump.  War  has  ceased,  and  peace  has  come.  In  this  compound  sentence,  there  are  two 
clauses  of  the  same  rank.  The  word  and  connects  the  subjects  of  can  jump,  in  the 
first  sentence  ;  and  the  two  clauses,  in  the  second.  All  woitls  that  connect  words, 
phrases,  or  clauses  of  the  same  rank  are  called  Coordinate  Con j unctions. 

If  you  have  tears,  prepare  to  shed  them  now.  J  will  go,  because  you  need  me.  Here  if 
joins  the  clause,  ynu  have  tears,  as  a  modifier,  expressing  condition,  to  the  independ- 
ent clause,  prepare  to  shed  them  now  ;  aud  because  connects  you  need  me,  as  a  modifier, 
expressing  reason  or  cause,  to  the  independent  clause.  I  will  go.  These  and  all  such 
conjunctions  as  connect  dependent  clauses  to  clauses  of  a  higher  rank  are  called 
Subordinate  Conjunctions. 

Let  the  teacher  illustrate  the  meaning  and  use  of  the  words  subordinate  and  co^ 
ordinate. 


DEFIES  ITIONS. 

Coordinate    Conjanctionn    are   such   as   connect   words, 
phrases,  or  clauses  of  tlie  same  rank. 

SuhofHlinate  Conjit/uctions  are  such  as  connect  clauses  of 
different  rank. 


Review  Questions.  103 


SENTENCE-BUILDING. 

Build  four  short  sentences  for  each  of  the  three  coordi- 
nate conjunctions  which  follow.  In  the  first,  let  the  con- 
junction be  used  to  connect  principal  parts  of  a  sentence ; 
in  the  second,  to  connect  word  modifiers  ;  in  the  third,  to 
connect  phrase  modifiers ;  and  in  the  fourth,  to  connect 
independent  clauses. 

And,  or,  but. 

AVrite  four  short  complex  sentences  containing  the  four 
subordinate  conjunctions  which  follow.  Let  the  first  be  used 
to  introduce  a  noun  clause,  and  the  other  three  to  connect 
adverb  clauses  to  independent  clauses. 

That,  for,  if,  because. 


REVIEW  QUESTIONS. 

Wliat  new  subject  is  treated  of  in  Lesson  71  ?  Name  and  define  the 
different  classes  of  nouns.  Illustrate,  by  examples,  the  difference  be- 
tween common  nouns  and  'proper  nouns.  Name  and  define  the  differ- 
ent classes  of  pronouns.  Can  the  pronoun  /  be  used  to  stand  for  the 
one  spoken  to  or  the  one  spoken  of  ?  Does  the  relative  projioun  dis- 
tinguish by  its  foi'm  the  speaker,  the  one  spoken  to,  and  the  one  spo- 
ken of?  Ijlustrate.  What  office  is  performed  by  a  relative  pronoun 
beside  that  of  representing'  some  antecedent  noun  or  pronoun  ?  Illus- 
trate.    Can  any  other  class  of  pronouns  be  used  to  connect  clauses  ? 

For  what  do  interrogative  pronouns  stand  ?  Illustrate.  Where  may 
the  antecedent  of  an  interrogative  pronoun  generally  be  found  ?  Ans. 


104  Graded  Lessons  in  English. 

The  antecedent  of  an  interrogative  pronoun  map  generally  he  found  in 
ihe  answer  to  the  question. 

Name  and  define  the  different  classes  of  adjectives.  Give  an  exam- 
ple of  each  class.  Name  and  define  the  different  classes  of  vei^bs, 
made  with  respect  to  their  meaning.  Give  an  exami)le  of  each  class. 
Name  and  define  the  different  classes  of  'cerbs,  made  with  respect  to 
tlieiT  form.     Give  an  example  of  each  class. 

Name  and  define  the  different  classes  of  adverbs.  Give  examples  of 
each  kind.  Name  and  define  the  different  classes  of  conjunctions. 
Illustrate  by  examples. 

Are  prepositions  and  interjections  subdivided? 


Nouns  and  Pronoims. — Number.  105 


LESS©I«  FS. 

MODIFICATIONS  OF  THE   PARTS 

OF  SPEECH. 

NOUNS  AND  PRONOUNS. 

You  have  learned  that  two  words  may  express  a  thought,  and  that  the  thought 
may  be  varied  by  adding  modifying  words.  You  are  now  to  learn  that  the  meaning 
or  use  of  a  word  may  sometimes  be  changed  by  simply  changing  its  form.  The  En- 
glish language  has  lost  many  of  its  inflections,  or  forms,  so  that  frequently  changes  in 
the  meaning  and  use  of  words  are  not  marked  by  changes  in  form.  These  changes  in 
the/orni,  meaning,  and  use  of  the  parts  of  speech,  we  call  their  3Iodifications. 

The.  boy  shouts.  The  boys  shout.  I  have  changed  the  form  of  the  subject  boy  by  ad- 
ding an  s  to  it.  The  meaning  has  changed.  Boy  denotes  one  la,6.',boys,  two  or  more 
lads.  This  change  in  the  form  and  meaning  of  nouns  is  called  Number  ;  The  word 
boy,  denoting  one  thing,  is  in  the  Singular  Number f  and  boys,  denoting  more 
than  one  thing,  is  in  the  l^lural  Number. 

Let  the  teacher  write  other  nouns  on  the  board,and  require  the  pupils  to  form  the 
plural  of  them. 


DEFINITIONS. 

Modifications  of  the  Parts  of  Speech  are  changes  in  their 
form,  meaning,  and  use. 

NUMBEB. 

Numher  is  that  modification  of  a  noun  or  pronoun  which  de- 
notes one  thing  or  more  than  one. 

The  Singular  Number  denotes  one  thing. 

The  Plural  Niunher  denotes  more  than  one  thing. 


io6  Graded  Lessons  in  English. 

RULE,— The  plural  of  nouns  is  regularly  formed  by  adding  s  to 
the  singular. 


Write  the  plural  of  tlie  following  nouns. 

Tree,  bird,  insect,  cricket,  grasshopper,  wing,  stick,  stone,  flower, 
meadow,  pasture,  grove,  worm,  bug,  cow,  eagle,  hawk,  wren,  plough, 
shovel. 

When  a  singular  noun  ends  in  the  sound  of  s,  x,  z,  sh,  or 
ch,  it  is  not  easy  to  add  the  sound  of  s,  so  es  is  added  to  make 
another  syllable. 

Write  the  plural  of  the  following  nouns. 

Guess,  box,  topaz,  lash,  birch,  compass,  fox,  waltz,  sash,  bench,  gag, 
tax,  adz,  brush,  arch. 

Many  nouns  ending  in  o  preceded  by  a  consonant  form  th^ 
plural  by  adding  es  without  increasing  the  number  of  sylla- 
bles. 

Write  the  plural  of  the  following  nouns. 

Hero,  cargo,  negro,  potato,  echo,  volcano,  mosquito,  grotto. 

Common  nouns  ending  in  y  preceded  by  a  consonant 
form  the  plural  by  changing  y  into  i  and  adding  es  without 
increasing  the  number  of  syllables. 

Write  the  plural  of  the  following  nouns. 

Lady,  bakony,  family,  city,  country,  daisy,  fairy,  cherry,  study,  sky. 

Some  nouns  ending  in/ and /e  form  the  plural  by  chang- 
ing /  or  fe  into  ves  without  increasing  the  number  of 
syllables. 

Write  the  plural  of  the  following  nouns. 

Sheaf,  loaf,  beef,  thief,  calf,  half,  elf,  shelf,  self,  wolf,  life,  knife, 
wifOo 


Nouns  and  Pronouns — Njunber  and  Gender,     107 


NUMBER. 

From  the  following  list  of  nouns,  select,  and  write  in 
sej^arate  columns :  1st.  Those  that  have  no  plural ;  2(lj 
Those  that  have  no  singular;  3d.  Those  that  are  alike  in 
both  numbers. 

Pride,  wages,  trousers,  cider,  siids,  victuals,  milk,  riclies,  flax,  cour- 
age, sheep,  deer,  flour,  idleness,  tidings,  thanks,  ashes,  scissors,  swine, 
heathen. 

The  following  nouns  have  very  irregular  plurals.  Learn 
to  spell  the  plurals. 


Singular. 

Plural. 

Singular. 

Plural. 

Man, 

men. 

Foot, 

feet. 

Woman, 

women. 

Ox, 

oxen. 

Child, 

children. 

Tooth, 

teeth. 

Mouse, 

mice. 

Goose, 

geese. 

Correct  the  following  plurals. 

Tell  why  they  are  wrong. 

Monies,  cuckooes,  flys,  chimnies,  ladys,  gooses,  rallies,  oxes,  pota^ 
tos,  halfs,  keyes,  s wines,  gulves,  chieves,  leafs,  story s,  shelf s,  berry s, 
foxs,  inchs. 


3J3J 


NOUNS  AND  PRONOUNS.— GENDER. 

Sints  for  Oral  Instrtiction.—The  lion  was  caged.  T7ie  lioness  was  caged.  In 
the  first  sentence,  something  was  said  about  a  7>iaZelion  ;  and  in  the  second,  something 
was  said  about  a  female  lion.  Modifications  of  the  noun  to  denote  the  sex  of  the  ob- 
ject, we  call  Gender.  Knowing  the  sex  of  the  object,  you  know  the  gender  of  its  name. 
The  word  lion,  denoting  a  male  animal,  ia  in  the  31a8culine  Gender;  and  lion^si, 
denoting  a  female  lion,  is  in  the  Feminine  Gender. 


io8  Graded  Lessons  in  English. 


The  names  of  things  without  sex  are  in  the  Neuter  Gender. 

Such  words  as  cousin,  child,  friend,  neighhor  may  be  either  masculine  or  feminine. 


DEFINITIONS. 

Gender  is  that  modification  of  a  noim  or  pronoun  which  de- 
notes sex. 

The  Masculine  Gender  denotes  the  male  sex. 

The  Fe^ninine  Gender  denotes  the  female  sex. 

The  Neuter  Gender  denotes  want  of  sex. 

The  masculine  is  distinguished  from  the  feminine  in  three 
ways: 

1st.  By  a  difference  in  the  ending  of  the  nouns. 

2d.   By  different  words  in  the  compound  names. 

3d.   By  words  radically  different. 

Arrange  the  following  pairs  in  separate  columns  with 
reference  to  these  ways. 

Abbot,  abbess  ;  actor,  actress  ;  Francis,  Frances ;  Jesse,  Jessie  ; 
bachelor,  maid  ;  beau,  belle  ;  monk,  nun  ;  gander,  goose  ;  administra- 
tor, administratrix  ;  baron,  baroness  ;  count,  countess ;  czar,  czarina ; 
don,  donna  ;  boy,  girl ;  drake,  duck  ;  lord,  lady  ;  nephew,  niece  ;  land- 
lord, landlady  ;  gentleman,  gentlewoman  ;  peacock,  peahen  ;  duke, 
duchess  ;  hero,  heroine  ;  host,  hostess ;  Jew,  Jewess ;  man-servant, 
maid-servant  ;  sir,  madame ;  wizard,  witch  ;  marquis,  marchioness  ; 
widow,  widower ;  heir,  heiress  ;  Paul,  Pauline  ;  Augustus,  Augusta. 

REVIEW  QUESTIONS. 

Wliat  new  way  of  varying  the  meaning  of  words  was  introduced  in 
Lesson  78?  Illustrate.  What  are  modifications  of  the  parts  of  speech? 
What  is  number  ?  How  many  numbers  are  there  ?  Name  and  define 
each.  Give  the  ride  for  forming  the  plural  of  nouns.  Illustrate  the 
variations  of  this  rule.  What  is  gender  ?  How  many  genders  are 
there  ?  Name  and  define  each.  In  how  many  ways  are  the  genders 
distinguished  V    Illustrate. 


Nouns  and  Pronouns — Person  and  Case.         109 


NOUNS  AND  PRONOUNS.— PERSON  AND  CASE. 

Hints  for  Oral  Instruction. — Number  and  gender,  as  you  have  already  learned, 
are  modifications  aflfectiug  the  meaning  of  nouns  and  pronouns.  Number  is  almost 
always  indicated  by  the  ending;  gender  is  seldom.  There  are  two  other  modifications 
which  refer  not  to  changes  in  the  meaning  of  nouns  and  pronouns,  but  to  their 
different  uses  and  relations.  In  the  English  language,  these  changes  are  not  often 
indicated  by  a  change  of  form. 

I  Paul  have  written.  Paul,  thou  art  beside  thyself.  He  brought  Paul  before  Agrip- 
pa.  In  these  three  sentences,  the  word  Paul  has  three  different  uses.  In  the  first,  it  is 
used  as  the  name  of  the  speaker;  in  the  second,  as  the  name  of  one  spoken  to  i  in  the 
third,  as  the  name  of  one  spoken  of.  You  will  notice  that  the /orm  of  the  noun  was 
not  changed.  This  change  in  the  iise  of  nouns  and  pronouns  is  called  I'erson. 
The  word  /  in  the  first  sentence,  the  word  thou  in  the  second,  and  the  word  he  in  the 
third,  have  each  a  different  use.  i,  thou,  and  he  are  personal  pronouns,  and,  as  you 
have  learned,  distinguish  person  by  their /orm.  /,  denoting  the  speaker,  is  in  the 
First  Person;  thou,  denoting  the  one  spoken  to,  is  in  the  Second  Person;  and 
he,  denoting  the  one  spoken  of,  is  in  the  Third  Person. 

As  the  personal  pronouns  are  the  only  words  (save  a  few  forms  of  the  verb)  that 
distinguish  person  by  their  form,  person  is  a  matter  of  little  importance  in  grammar. 

The  bear  killed  the  man.  The  man  killed  the  bear.  The  bear's  grease  was  made  into 
hair  oil.  In  the  first  sentence,  the  bear  is  represented  as  performing  an  action;  in 
the  second,  as  receiving  an  action ;  in  the  third,  as  possessing  something.  So  the  word 
bear  in  these  sentences  has  three  different  uses.  These  uses  of  nouns  are  called 
Cases.  The  use  of  a  noun  as  subject  is  called  the  Nominative  Case  ;  its  use  as 
object  is  called  the  Objective  Case;  and  its  use  to  denote  possession  is  called  the 
Possessive  Case. 

The  possessive  is  the  only  case  of  nouns  that  is  indicated  by  a  change  iu  form. 

A  noun  or  pronoun  used  as  an  attribute  complement  is  in  the  nominative  case.  A 
noun  or  pronoun  following  a  preposition, as  the  principal  word  of  a  phrase,  is  in  the 
objective  case.    I  and  he  are  nominative  forms.     Me  and  him  are  objective  forms. 

The  following  sentences  are,  therefore,  incorrect.  It  is  me.  It  is  him.  Me  gave  the 
pen  to  he. 


DEFINITIONS. 

JPerson  is  that  modiflcatioii  of  a  noun  or  pronoun  which  denotes 
tlie  speaker,  the  one  spoken  to,  or  the  one  spoken  of. 

The  First  Person  denotes  the  one  speaking*. 


no  Graded  Lessons  in  English. 


The  Second  Person  denotes  the  one  spoken  to. 
The  Third  Person  denotes  the  one  spoken  of. 

Case  is  that  modification  of  a  noun  or  pronoun  which  denotes  its 
office  in  the  sentence. 

The  Noniinative  Case  of  a  noun  or  pronoun  denotes  its 
office  as  subject  or  as  attribute  complement. 

The  Possessive  Case  of  a  noun  or  pronoun  denotes  its 
office  as  possessive  modifier. 

The  Objective  Case  of  a  noun  or  pronoun  denotes  its  office 
as  object  complement,  or  as  principal  word  in  a  prepositional 
phrase. 


NOUNS  AND  PRONOUNS.— PERSON  AND  CASE. 

Tell  the  person  and  case  of  each  of  the  following  nouns 
and  pronouns. 

Memember  that  a  noun  or  pronoun  used  as  an  explana- 
tory modifier  is  in  the  same  case  as  the  word  which  it 
explains,  and  that  a  noun  or  pronoun  used  independently 
is  in  the  nominative  case. 

We  Americans  do  things  in  a  Imrry. 

You  Englishmen  take  more  time  to  think. 

The  Germans  do  their  work  with  the  most  patience  and  deliberation 

We  boys  desire  a  holiday. 

Come  on,  my  men  ;  I  will  lead  you. 

I,  your  teacher^  desire  your  success. 

You,  my  pupils,  are  attentive. 

I  called  on  Tom,  the  tinker. 

Friends,  countrymen,  and  lovers,  hear  me  for  my  cause. 


Nouns  and  Pronoiuis — Declension. 


Ill 


Write  simple  sentences  in  which  each  of  the  following 
nouns  shall  be  used  in  the  tlivee  'persons  and  in  the  tliree 

cases. 

> 

Andrew  Jackson,  Alexander,  Yankees. 

Write  a  sentence  containing  a  noun  in  the  nominative  case, 
used  as  an  attribute  ;  one  in  the  nominative,  used  as  an  ex- 
planatory modifier  ;  one  in  the  nominative,  used  indepen- 
dently. 

AVrito  a  sentence  containing  a  noun  in  the  objective  case, 
used  to  complete  two  predicate  verbs  ;  one  used  to  complete  a 
participle  ;  one  used  to  complete  an  infinitive  ;  one  used  ivitli 
a  ptreposition  to  make  a  phrase ;  one  used  as  an  explanatory 
modifier. 


NOUNS   AND   PRONOUNS-DECLENSION. 

DEFINITION.— Dec^ensioii  is  the  arrangement  of  the  cases  of 
nouns  and  pronouns  in  the  two  numbers. 

Declension   of   Nouns. 


LADY. 


Singular. 

Plural. 

JSfom.  lady, 

ladies. 

Pos.     lady's. 

ladies'. 

Obj.      lady ; 

ladies. 

CHILD. 

Singular. 

Plural. 

Nom.  child, 

children. 

Pos.     child's, 

children's. 

Ohj.      child; 

children. 

TI2  Graded  Lessons  in  English, 


Declension  of  Pronouns. 

Personal  Pronouns. 

first  person. 
Singular.  Plural. 

Norn.  1,  we, 

Pos.     my  or  mine,  our  or  ours, 

Ohj.      me ;  us. 

SECOND  PERSON — common  form. 
Singular.  Plural. 

Norn,  you,  you, 

Pos.    your  or  yours,  your  or  yours. 

Oh],     you ;  you. 

SECOND  PERSON — old  form. 
Singular.  Plural. 

Nom.  tliou,  ye  or  you, 

Pos.    tliy  or  tliine,  your  or  yours, 

Obj.      tliee;  you. 

THIRD  PERSON — mascuUne. 
Singular.  Plural. 

Nom.  lie,  tliey, 

Pos.     liis,  tlieir  or  theirs, 

Obj.      him  ;  them. 

THIRD  vmx^o^— feminine. 
Singular.  Plural. 

Nom.  she,  they, 

Pos.     her  or  hers,  their  or  theirs, 

Obj.      her  ;  them. 

THIRD  PERSON — neuter. 
Singular.  Plural. 

Nom.  it,  they, 

Pos.     its,  their  or  theirs, 

Ohj.      it ;  them. 

Mine,  ours,  yours,  thine,  hers,  and  theirs  are  used  when  the  name  of  the  thing 
possessed  is  omitted  ;  as,  This  rose  is  yours=This  rose  is  your  rose. 


Pronouns — Possessive  Forms.  1 1 3 

Compound  Personal  Pronouns. 

By  joining  the  word  self  to  the  possessive  forms  7??//,  iliij, 
xjour,  and  to  the  objective  forms  liim,  her,  it,  the  Compound 
Personal  Pronouns  are  formed.  They  have  no  possessive 
case, and  are  alike  in  the  nominative  and  objective. 

Their  plurals  are  ourselves,  yourselves,  and  tliemselves. 
Form  the  compound  personal  2^fonouns,  and  write  their  de- 
clension. 

Relative   and    Interrogative   Pronouns. 

Sing,  and  Plu.  Sing,  and  Plu. 

Nom.  wlio,  Norn.  Avbicli, 

Pos.     whose,  P08.     whose, 

Ohj.      whom,  Ohj.      which. 

Of  which  is  often  used  instead  of  the  possessive  form  of  the  latter  pronoun. 
Sing,  and  Plu.  Sing,  and  Plu. 

Nom.  that,  Nom.  what, 

Pos.     ,  Pos. 

Obj.      that.  Obj.      what. 

Ever  and  soever  are  added  to  ivho,  wliicli,  and  what  to  form 
the  Cofupound  Relative  Pronouns,  They  are  used 
when  the  antecedent  is  omitted.     For  declension,  see  above. 


POSSESSIVE  FORMS. 

RULE.— The  possessive  case  of  nouns  is  formed,  in  the  singn* 
lar,  hy  adding-, to  the  nominative,  the  apostrophe  and  the  letter  s 
Cs) ;  in  the  plnral,  by  adding:  (')  only.  If  the  plural  does  not  end 
in  s,  Cs)  are  both  added. 

8 


114  Graded  Lessons  in  English. 

Write  the  possessive  singula}^  and  i\\Q  possessive  plural  of 
the  following  nouns,  and  place  an  appropriate  noun  after 
each. 

Eobin,  friend,  fly,  hero,  woman,  bee,  mouse,  cuckoo,  fox,  ox,  man, 
tliief,  fairy,  mosquito,  wolf,  shepherd,  farmer,  child,  neighbor,  cow. 

Possession  may  be  expressed  also  by  the  preposition  of  and 
the  ohjedice  ;  as,  the  mosquito'' s\)\\\=i\\Qh\\\  of  the  mos- 
quito. 

The  possessive  sign  ('s)  is  confined,  chiefly,  to  the  names  of 
persons  and  animals. 

We  do  not  say  the  chair^s  legs,  but  the  legs  of  the  chair. 
Regard  must  be  liad  also  to  the  sound. 

Correct  the  following  expressions,  and  expand  each 
into  a  simple  sentence. 

The  sky's  color  ;  the  cloud's  brilliancy  ;  the  rose's  leaves  ;  my  uncle's 
partner's  house  ;  George's  father's  friend's  farm ;  the  mane  of  the 
horse  of  my  brother ;  my  brother's  horse's  mane. 

When  there  are  several  possessive  nouns,  all  belonging  to 
one  word,  the  possessive  sign  is  added  to  the  last  only.  If 
they  modify  different  words,  the  sign  is  added  to  each. 

Correct  the  eollowikg  expressions,  and  expand  eacli 
into  a  simple  sentence. 

Model.— Webster  or  Worcester' s  dictionary  may  he  bought  at  Clarlc's  and  Maynard's 
book-store. 

The  possessive  sign  should  be  added  to  Webster,  for  the  word  dictionary  is  under- 
stood immediately  after.  Webster  and  Worcester  do  not  together  possess  the  same 
dictionary.  The  sign  should  not  be  added  to  Clark,  for  the  two  men,  Clark  and  May- 
nard,  possess  the  same  store. 

Adam's  and  Eve's  garden  ;  Jacob's  and  Esau's  father  ;  Shakespeare 
and  Milton's  works  ;  Maud,  Kate,  and  Clara's  gloves;  Maud's,  Kate's, 
and  Clara's  teacher  was . 


Fo7'ms  of  the  Pronoun.  115 

When  one  possessive  noun  is  explanatory  of  another,  the 
possessive  sign  is  added  to  the  last  only. 

COIIBECT  THE  FOLLOWING  ERRORS. 

I  called  at  Tom's  the  tinker's.     They  listened  to  Peter's  the  Her* 
uiit's  eloquence.     This  was  the  Apostle's  Paul's  advice. 

CORRECT  THE  FOLLOWING  ERRORS. 

Our's,  your's,  hi's,  their's,  her's,  it's,  hisn,  yourn,  hern. 


FORMS   OF  THE   PRONOUN. 

Remeniher  that  /,  loe,  tliou,  ye,  he,  she,  they,  and  ivho  are 
nominative  forms,  and  must  not  be  used  in  the  objective 

case. 

Hemember  that  me,  ns,  thee,  him,  her,  them,  andzvhom  are 
ohjective  forms,  and  must  not  be  used  in  the  nominative 

rnso. 

To  the  TeacJier.— The  eight  nominative  forms  and  the  seven  objective  forms 
given  above  are  the  only  distinctive  nominative  and  objective  forma  in  the  English 
language.    Let  the  pupils  become  familiar  with  them. 

CORRECT  THE  FOLLOWING  ERRORS. 

Him  and  me  are  good  friends. 

The  two  persons  were  her  and  me. 

TJs  girls  had  a  jolly  time. 

It  is  them,  surely. 

Wlio  will  catch  this  ?    Me. 

Them  that  despise  me  shall  be  lightly  esteemed- 

Who  is  there  ?     Me. 


Ii6  Graded  Lessons  in  English, 


It  was  not  us,  it  was  liim. 
Who  did  you  see  ? 
Who  did  you  ask  for  ? 

Menteinber  tliat  pronouns  must  agree  with  their  antece 
dents  in  number,  gender,  and  person. 

CORRECT  THE  FOLLOWING  ERRORS. 

Every  boy  must  read  their  own  sentences. 
I  gave  the  horse  oats,  but  he  would  not  eat  it. 
Every  one  must  read  it  for  themselves. 
I  took  up  the  little  boy,  and  set  it  on  my  knee. 

Bemember  that  the  relative  tuho  represents  persons ;  tuliich, 
animals  and  things  ;  that,  persons,  animals,  and  things ;  and 
ivhat,  things. 

CORRECT  THE  FOLLOWING  ERRORS. 

I  have  a  dog  who  runs  to  meet  me. 

The  boy  which  I  met   was  quite  lame. 

Those  which  live  in  glass  houses  must  not  throw  stones. 

REVIEW   QUESTIONS. 

How  many  modifications  have  nouns  and  pronouns  ?  Name  and  de- 
fine each.  How  many  persons  are  there  ?  Define  each.  How  many 
cases  are  there  ?  Define  each.  How  do  you  determine  the  case  of  an 
explanatory  noun  or  pronoun?  What  is  declension?  How  are  the 
forms  mine,  yours,  etc.,  now  used  ?  What  is  the  rule  for  forming 
the  possessive  case  ?  What  words  are  used  only  in  the  nominative 
case  ?  What  words  are  used  only  in  the  objective  case  ?  *  How  do 
you  determine  the  number,  gender,  and  person  of  pronouns  ? 

*  Her  is  used  in  the  possessive  case  also. 


Comparison  of  Adjectives. 


117 


ijUj?J 


NOUNS  AND  PRONOUNS.— PARSING. 
Select  and  parse  all  the  nouns  and  pronouns  in  Lesson  53. 

Model  for  Written  Parsing.— Elizabeth's  favorite,  Raleigh,  was  beheaded  by 
James  I. 


CLASSIFICATION. 

MODIFICATIONS. 

SYNTAX. 

Nouns. 

Elizabeth's 
favorite 
Raleigh 
James  I. 

Kind. 

Prop. 
Com. 
Prop. 

Person. 
.3d. 

a. 

Number. 
Sing. 

Gender. 

Fern. 
Mas. 

u 

Case. 

Pos. 
Is'om. 

Obj. 

Pos.  Mod.  of favm-ife. 
Sub.  of  was  beheaded. 
Exp.  Jlod.  of  favorite. 
Priu.  word  in  Prep,  phrase 

To  the  Teacher. — Select  other  exercises,  and  continue  this  work  as  long  as  it  may 
Ds  profitable.     See  Lessons  56,  57,  61,  64,  and  65. 


COMPARISON  OF  ADJECTIVES. 
Adjectives  have  one  modification ;  viz.,  Conqmrison, 

DEFINITIONS. 

Comparison  is  a  modification  of  tlie  a^ljective  to  express  tlie 
relative  degree  of  the  quality  in  the  things  compared. 

The  Positive  degree  expresses  the  simple  quality. 

The  Comjjarative  degree  expresses  a  greater  or  a  less  degree 
of  the  quality. 

The  Superlative  degree  expresses  the  greatest  or  the  least 
degree  of  the  quality. 

RULE.— Adjectives  are  regularly  compared  by  adding  er  to  the 
positive  to  form  the  comparative,  and  est  to  the  wositive  to  form  the 
superlative. 


ii8 


Graded  Lessons  in  English. 


Adjectives  of  one  syllable  are  generallij  compared  r'^gu- 
larly;  adjectives  of  two  or  more  syllables  are  sometimes 
compared  by  prefixing  more  and  most. 

When  there  are  two  correct  forms,  choose  the  one  that  can 
be  more  easily  pronounced. 

Compare  the  following  adjectives.  For  the  spelling,  con- 
sult your  dictionaries. 


Model.  ^Positive. 

Comparative. 

Superlative. 

Lovely, 

lovelier, 

loveliest,  or 

lovely, 

more  lovely, 

most  lovely. 

Tame,    warm,    beautiful,  brilliant,    amiable,  high,   mad,    greedy, 
pretty,  hot. 

Some  adjectives   are   compared  irregularly.     Learn  the 
following  forms. 


Positive. 

Comparative. 

Superlative. 

Good, 

better, 

best. 

Bad,    J 

Evil,    I 

worse. 

worst. 

111,       ) 

J 

Little, 

less. 

least. 

Much, ) 
Many, ) 

more. 

most. 

COMPARISON  OF  ADJECTIVES  AND  ADVERBS. 

Remember, ihixiy-when  two  things  or  groups  of  things  are 
compared,  the  comparative  degree  is  commonly  used ;  when 
more  than  two,  the  superlative  is  employed. 


Comparison  of  Adjectives  and  Adverbs.         iig 

Caution, — Adjectives  should  not  be  doubly  compared. 

Correct  the  following  errors. 

Of  all  tlie  boys,  George  is  the  more  industrious. 

Peter  was  older  tlian  the  twelve  apostles. 

Which  is  the  longer  of  the  rivers  of  America? 

This  was  the  most  unkindest  cut  of  all. 

He  chose  a  more  humbler  part. 

My  hat  is  more  handsomer  than  yours. 

The  younger  of  those  three  boys  is  the  smarter. 

Which  is  the  more  northerly,  Maine,  Oregon,  or  Minnesota? 

Caution, — Do  not  use  adjectives  and  adverbs  extrava- 
gantly. 

Correct  the  following  errors. 

The  weather  is  horrid. 

That  dress  is  perfectly  awful. 

Your  coat  sits  frightfully. 

We  had  an  awfully  good  time. 

This  is  a  tremendously  hard  lesson. 

Harry  is  a  mighty  nice  boy. 

Meineniher  that  adjectives  whose  meaning  does  not  admit 
of  different  degrees  cannot  be  compared ;  as,  every,  ^miversal. 

From  the  following  list  of  adjectives,  select  those  that 
cannot  be  compared,  and  then  build  sentences  in  wiiich 
the  remaining  words  shall  be  used  in  each  of  the  three 
degrees  of  comparison. 

All,  serene,  excellent,  immortal,  first,  two,  total,  infinite,  three-leg. 
ged,  bright. 

Adverbs  are  compared  in  the  same  manner  as  adjectives. 
The  following  are  compared  regularly.     Compare  them. 

Fast,  often,  soon,  late,  early. 


120  Graded  Lessons  in  English, 


The  following  are  compared  irregularly.     Learn  them. 

Pos,  Comp.  Sup. 

jl^    ^'  y  worse,  worst. 

Well,  better,  best. 

Little,  less,  least. 

Much,  more,  most. 

Far,  •  farther,  farthest. 

Adverbs  ending  in  ly  are  generally  compared  by  prefixing 
fnore  and  7nost.     Compare  the  following. 

Firmly,  gracefully,  actively,  easily. 

To  the  Teacher.— Let  the  pupils  select  and  parse  all  the  adjectives  and  tho 
adverbs  in  Lesson  27.  Select  other  esercises,  and  continue  the  work  as  long  as  it 
is  profitable. 

REVIEW   QUESTIONS. 

How  is  a  noun  parsed  ?  What  modifications  have  adjectives  ?  Wliat 
is  comparison?  How  many  degrees  of  comparison  are  there?  Define 
each.  How  are  adjectives  regularly  compared?  Distinguish  the  uses 
of  the  positive  and  the  comparative  degree.  Give  the  two  cautions 
in  Lesson  88.  Illustrate.  What  adjectives  cannot  be  compared? 
How  are  adverbs  compared  ? 


MODIFICATION   OF    VERBS. 

Voice. 

Hints  for  Oral  Instruction. — I  picked  the  rose.  I  Avill  tell  the  same  thing  in 
another  way.  The  rose  was  picked  by  me.  The  first  verb  picked  shows  that  the  sub- 
iect  I  represents  the  actor,  and  the  second  form  of  the  verb,  was  picked,  shows  that 
the  subject  names  the  thing  acted  upon.  This  change  in  the  form  of  the  verb  is 
called  Voice.  The  first  form  is  called  the  jLctive  Voice;  and  the  second,  the  Pas- 
sive Voice. 

The  passive  form  is  very  convenient  when  we  wish  to  assert  an  action  without  nam- 
ing any  actor.    Money  is  coined  is  better  than  somebody  coins  money. 


Mode,   Tense,  Number,  and  Person.  121 


DEFINITIONS. 

Voice  is  that  inodiflcation  of  the  transitive  yerb  which  sliows 
whether  the  subject  names  the  actor  or  the  thing  acted  upon. 

The  Active  Voice  shows  tliat  the  subject  names  the  actor. 

The  Passive  Voice  shows  that  the  subject  names  the  thin^  acted 
upon. 

In  each  of  the  following  sentences,  change  the  voice  of 
the  verb  without  changing  the  meaning  of  the  sentence. 
Note  the  other  changes  that  occur  in  the  sentence. 

The  industrious  bees  gather  honey  from  the  flowers. 
The  storm  drove  the  vessel  against  the  rock. 
Our  words  should  be  carefully  chosen. 
Death  separates  the  dearest  friends. 

His  vices  have  weakened  his  mind,  and  destroyed  his  health. 
True  valor  protects  the  feeble,  and  humbles  the  oppressor. 
The  Duke  of  Wellington,  who  commanded  the  English  armies  in 
the  Peninsula,  never  lost  a  battle. 

Moses  led  the  Israelites  out  of  Egypt. 

Dr.  Livingstone  explored  a  large  part  of  Africa. 

The  English  were  conquered  by  the  Normans. 

Name  all  the  transitive  verbs  in  Lessons  20  and  22,  and 
give  their  voice. 


LESSOR 


MODE,  TENSE,    NUMBER,    AND   PERSON. 

Hints  for  Oral  Instruction. — When  I  say,  James  walks,  I  assert  the  walking 
as  a  fact.  When  I  say,  James  may  walk,  I  do  not  assert  the  action  as  a  fact,  but  as  a 
possible  action.  When  I  say,  Tf  James  walk  out,  he  will  improve,  I  assert  the  action,  not 
as  an  actual  fact,  but  as  a  condition  of  James's  improving^.  When  I  say  to  James,  Walk 
out,  I  do  not  assert  that  James  actually  docs  the  act,  I  assert  the  action  as  a  command. 

The  action  ext>ressed  by  the  verb  walk  has  been  asserted  in  fom-  diflfcrent  ways,  or 


122  Graded  Lessons  in  English. 

modes.    The  first  way  is  called  the  Indicative  Mode;  the  second,  the  Potential 
Mode;  the  third,  the  Subjunctive  Mode;  the  fourth,  the  Imperative  Mode. 

Let  the  teacher  give  other  examples,  and  require  the  pupils  to  repeat  this  instruc- 
tion. 

For  the  two  forms  of  the  verb  called  the  Infinitive  and  the  Participle,  see 
"  Hints,"  Lessons  48  and  49. 

/  walk.  I  walked.  I  shall  walk.  In  each  of  these  three  sentences,  the  manner  of  as- 
serting the  action  is  the  same.  /  walk  expresses  the  action  as  present.  I  walked 
expresses  the  action  as  past,  and  /  shall  walk  expresses  the  action  as  future.  As 
Tetise  means  time,  the  first  form  is  called  the  Present  Tense  /  the  second,  tho 
Past  Tense;  and  the  third,  the  Future  Tense. 

We  have  three  other  forms  of  the  verb,  expressing  the  action  as  completed  in  the 
present,  the  past,  or  the  future. 

I  have  walked  out  to-day.  I  had  walked  out  when  he  called.  I  shall  have  walked  out  by 
to-morrow.  The  form,  have  walked,  expressing  the  action  as  completed  at  the  present, 
is  called  the  Present  Perfect  Tense.  The  form,  had  walked,  expressing  the  action 
as  completed  in  the  past,  is  called  the  Past  Perfect  Tense.  The  form,  shall  have 
walked,  expressing  an  action  to  be  completed  in  the  future,  is  called  the  Puture  Per- 
fect Tense, 

Let  the  teacher  give  other  verbs,  and  require  the  pupils  to  name  and  explain  the 
different  tenses. 

/  walk.     Thou  walkest.     He  walks.     They  walk. 

In  the  second  sentence,  the  verb  loalk  was  changed  by  adding  esf;  and  in  the  third, 
it  was  changed  by  adding  s.  These  changes  are  for  the  sake  of  agreement  with  the 
person  of  the  subject.  The  verb  ending  in  est  agrees  with  the  subject  thou  in  the 
second  person,  and  ^;he  verb  ending  in  s  agrees  with  he  in  the  third  person.  In  the 
fourth  sentence,  the  subject  is  in  the  third  person;  but  it  is  plural,  and  so  the  verb 
drops  the  s  to  agree  with  they  in  the  plural. 

Verbs  are  said  to  agree  in  Person  and  Number  with  their  subjects.  This  agree- 
ment is  seldom  marked  by  a  change  in  the  form  of  the  verb. 


DEFINITIONS. 

Mode  is  that  inodiflcation  of  the  verb  which  denotes  the  manner 
of  asserting  the  action  or  being. 

The  Indicative  Mode  asserts  the  action  or  being  as  a  fact. 

The  Potential  Mode  asserts  the  power,  liberty,  possibility,  or 
necessity  of  acting  or  being. 

The  Subjunctive  Mode  asserts  the  action  or  being  as  a  mere 
condition,  supposition,  or  wish. 


Definitions.  123 


The  I^viperative  Mode  asserts  the  action  or  being  as  a  com- 
mand or  an  entreaty. 

The  Infinitive  is  a  form  of  the  yerb  which  names  the  action  or 
being  in  a  general  way,  w  ithout  asserting  it  of  anything. 

Tlie  Particiide  is  a  form  of  the  verb  partaking  of  the  nature 
of  an  adjective  or  a  noun,  and  expressing  the  action  or  being  as 
assumed. 

The  Present  Particijyle  denotes  action  or  being  as  continuing 
at  the  time  indicated  by  the  predicate. 

The  Past  Participle  denotes  action  or  being  as  past  or  com- 
pleted at  the  time  uidicated  by  the  predicate. 

The  Past  Perfect  Participle  denotes  action  or  being  as 
completed  at  a  time  previous  to  that  indicated  by  the  predicate. 


Tense  is  that  modification  of  the  verb  which  expresses  the  time 
of  the  action  or  being. 

The  Present  Tense  expresses  action  or  being  as  present. 

The  Past  Tense  expresses  action  or  being  as  past. 

The  Future  Tense  expresses  action  or  being  as  yet  to  come. 

The  Present  Perfect  Tense  expresses  action  or  being  as  com- 
pleted at  the  present  time. 

The  Past  Perfect  Tense  expresses  action  or  being  as  com- 
pleted at  some  past  time. 

The  Future  Perfect  Tense  expresses  action  or  being  to  be 
completed  at  some  future  time. 


Number  and  Person  of  a  verb  are  those  modifications  which 
show  its  agreement  w  ith  the  number  and  person  of  its  subject. 


124 


Graded  Lessons  in  English. 


CONJUGATION    OF  THE   VERB. 

DEFINITIONS, 

Conjugation  is  the  regular  arrangement  of  all  the  forms  of 
the  verb. 

Synopsis  is  the  regular  arrangement  of  the  forms  of  one  num- 
ber and  person  in  all  tlie  modes  and  tenses. 

Auxiliary  Verbs  are  those  which  help  in  the  conjugation  of 
other  verbs. 

The  auxiliaries  are  do,  le,  have,  sliall,  2uiU,  may,  can,  and 
viust. 

Tlie  Principal  Parts  of  a  yerb  are  the  present  indicative,  the 
past  indicative,  and  the  past  participle. 

These  are  called  pri7icipal  parts,  because  all  the  other 
forms  of  the  verb  are  derived  from  them. 

We  give,  below,  the  principal  parts  of  some  of  the  most 
important  irreg^ilar  verbs.     Learn  them. 


Present. 

Past. 

Past  Par 

Be  or  am. 

was. 

been. 

Begin, 

began, 

begun. 

Blow, 

blew, 

bloAvn. 

Break, 

broke, 

broken. 

Choose, 

cliose. 

chosen. 

Come, 

came. 

come. 

Do, 

did. 

done. 

Draw, 

drew. 

drawn. 

Drink, 

drank. 

drunk. 

Drive, 

drove. 

driven. 

Eat, 

ate. 

eaten. 

Conjugation  of  tJie   Verb, 


125 


Present. 

Past. 

Past  Par. 

Fall, 

fell, 

fallen. 

Fly, 

flew. 

flown. 

Freeze, 

froze, 

frozen. 

Go, 

•went. 

gone. 

Get, 

got. 

got  or  gotten. 

Give, 

gave, 

given. 

Grow, 

grew, 

grown. 

Have, 

had. 

had. 

Know, 

knew. 

known. 

Lay, 

laid. 

laid. 

Lie,  (to  rest,) 

lay. 

lain. 

Bide, 

rode, 

ridden. 

Eing, 

rang  or  rung. 

rung. 

Rise, 

rose. 

risen. 

Run, 

ran. 

run. 

See, 

saw. 

seen. 

Set, 

set. 

set. 

Sit, 

sat. 

sat. 

Shake, 

shook, 

shaken. 

Sing, 

sang  or  sung. 

sung. 

Slay, 

slew, 

slain. 

Speak, 

spoke, 

spoken. 

Steal, 

stole, 

stolen. 

Swim, 

swam  or  swum. 

swum. 

Take, 

took. 

taken. 

Tear, 

tore, 

torn. 

Throw, 

threw. 

thrown. 

Wear, 

wore, 

worn. 

Write, 

wrote. 

written. 

The  following  irregular  verbs  are  called  Defectite^  because 
some  of  their  parts  are  wanting. 


Present. 
Can, 
May, 
Shall, 


Past. 
could, 
might, 
should. 


Present. 
.  Will, 
Must, 
Ought, 


Past. 
would. 


.126 


Graded  Lessons  in  English. 


CONJUGATION    OF    THE    VERB    SEE    IN    THE 

SIMPLE  FOl^M. 


PRINCIPAL  Parts. 

Pres.                         Past. 

Past  Par. 

See,                          saw. 

seen. 

INDICATIVE  MODE. 

Present 

Tense 

'• 

Singular. 

Plural. 

1.      I  see, 

1. 

We  se«3. 

2    j  You  see,  or 
\  Thou  seest. 

2. 

You  see. 

3.     He  sees  ; 

3. 

They  see. 

Past  Tense. 

1.     I  saw, 

1. 

We  saw. 

Q     S  You  saw,  or 
(Thou  sawest, 

2. 

You  saw. 

3.      He  saw ; 

3. 

They  saw. 

Future  Tense. 

1.      I  shall  see,  1.  We  shall  see, 

Q    j  You  will  see,  or  „    ,^          .,, 

<'•    J  „,           .,  2.  You  will  see, 
(  Ihou  wilt  see, 

3.      He  will  see  ;  3.  They  will  see. 

Present  Perfect  Tense. 

1.      I  have  seen,  1.  We  have  seen, 

o     i  You  have  seen,  or  •  «    -»'      i 

'^'   ir...        .      ,  2.    lou  have  seen, 
(ihou  hast  seen, 

3.      He  ha's  seen  ;  3.  They  have  seen. 


Conjtigation  of  the   Verb  See.  127 

Past  Perfect  Tense. 

Singular.  Plural. 

1.      I  had  seen,  1.  We  liad  seen, 

rt     (You  liad  seen,  or  «    tr      i    j 

a.   i  „,       ,     ,  ^  2.  You  had  seen, 

(  1  hou  hadst  seen, 

3.     He  ha,d  seen  ;  3.  They  had  seen. 

Future  Perfect  Tense, 

1.    1  shall  have  seen,  1.  We  shall  have  seen, 

n     (You  will  have  seen,  or  „    ,^  .„  . 

3.   i^,  .,    ,  2.  You  will  have  seen, 

( Thou  wilt  have  seen, 

3.     He  will  have  seen  ;  3.  They  will  have  seen, 

POTENTIAL  MODE. 

Present  Tense. 
Singular.  Plural. 

1.  I  may  see,  1.  We  may  see, 

o     ( You  may  see,  or  „    ,^ 

2.  -  J        '  2.  You  may  see, 

( Thou  mayst  see, 

3.  He  may  see  ;  3.  They  may  see. 

Past  Tense. 

1.  I  might  see,  1.  We  might  see, 

o     ( You  miffht  see,  or  o    -^r  •  1 4. 

2.  ^  ^,  -,  2.  You  might  see, 
( Thou  mightst  see, 

3.  He  might  see  ;  3.  They  might  see. 

Present  Perfect  Tense. 

1.  I  may  have  seen,  1.  We  may  have  seen, 

o     ( You  may  have  seen,  or  «    ir  ^ 

2.  \  ,  2.  You  may  have  seen, 
<  Thou  mayst  have  seen, 

3.  He  may  have  seen  ;  3.  They  may  have  seen. 

Past  Perfect  Tense. 

1.  I  might  have  seen,  1.  We  might  have  seen, 

o     (  You  might  have  seen,  or  «    -.r  '  ^  ^  ^ 

2.  -{ ^,  .  -,        ,  2.  You  might  have  seen, 
(  Thou  mightst  liave  seen, 

3.  lie  might  have  seen  ;  3.  They  might  have  seen. 


128  Graded  Lessons  in  English, 

SUBJUNCTIVE  MODE. 

Present  Tense. 

Singular.  Plural. 

1.  If  I  see,  1.  If  we  see, 
„     ( If  you  see,  or 

^'  1 1f  thou  see,  ^-  Ifyo^see, 

3.      If  he  see  ;  3.  If  they  see. 

IMPERATIVE  MODE. 
Present  Tense. 

2.  See  (you  or  thou).  2.  See  (you). 

INFINITIVES. 

Present    Tense. 

To  see. 

Present  Perfect  Tense. 
To  have  seen. 

PARTICIPLES. 

Present.  Past.  Past  Perfect. 

Seeing,  Seen,  Having  seen. 

To  the  Teacher.— LtQt  the  pupils  prefix  do  and  did  to  the  simple  present  see  and 
thus  make  the  emphatic  form  of  the  present  and  the  past  tense. 

Let  can  and  must  be  used  in  place  of  7nay  ;  and  could,  would,  and  should,  in  place  of 
might. 

Require  the  pupils  to  tell  how  each  tense  is  formed,  and  to  note  all  changes  for 
agreement  in  number  and  person, 

A  majority  of  modern  writers  use  the  indicative  forms  instead  of  the  subjunctive,  in 
all  of  the  tenses,  unless  it  may  be  the  present.  The  subjunctive  forms  of  the  verb  to  he 
are  retained  in  the  present  and  the  past  tense. 

Let  the  pupils  understand  that  the  mode  and  tense  forms  do  not  always  corres- 
pond with  the  actual  meaning.  The  ship  sails  next  week.  I  may  go  to-morrow.  The 
verbs  sails  and  may  go  are  present  in  form  but  future  in  meaning.  If  it  rains  by  noon, 
he  may  not  come.    The  verb  rains  is  indicative  in  form  but  subjunctive  in  meaning. 

The  plural  forms,  You  saw.  You  were,  etc.,  are  used  in  the  singular  aAao. 


Conjugation  of  the  Verb — Simple  Form,         129 


>»  >a 


CONJUGATION    OF  THE    VERB— SIMPLE    FORM. 

Fill  out  the  following  forms,  using  the  principal  parts  of 
the  verb  %oalh.    Pres.,  lualk;  Past^  walked;  PastPar.^  iDolked. 


-    INDICATIVE  MODE. 
Present  Tense. 
Singidar.  Plural. 

1.        I  Pres.      .  1.    We  P^^- 

(You 


2 


Pres, 

{ Thou     P^^^- 

3.       He  Pres. 


est. 


2.  You       P^««- 


3.  TheY     P'-^'- 


Pant. 


Past. 


Past  Tense. 


1.  I 

2.  ]^7   -' 

I  Thou  __P2^t__  St, 

3.  He         Pa^t-      : 


1.  We 

2.  You 


Past. 


Past. 


3.  They_P£!L 


1.      I  shall 
rt    j  You  icill 


Future  Tense. 


Pre.t. 


Pres. 


Thou  iDil-t      P'-^-^- 
He  will 


1.  We  shall 

2.  You  «ci7^ 


Pres. 


Pres. 


Pres. 


3.  They  m7^  _^!:!^ 


Present  Perfect  Tense. 
1.      I  have  Past  Par.  1.  We  have     P^^ifar^, 

2.  You  7iave    Z^HI^Il^ 

3.  They  Aat'<3  P'^'^  Par., 


2. 

j  You  have 
i  Thou  7i«-s^ 

Pa««  Par. 
Pas«  Par. 

•I 

3. 

He  has 

9 

Past  Par. 

-» 

1. 

I  had 

Past  Par. 

t 

2. 

j  You  had 
i  Thou  had-st 

Pant  Par. 

■f 

Past  Par. 

J 

o 
o. 

He  had 

Past  Par. 

• 

130  Graded  Lessons  m  English. 

Past  Perfect  Tense. 
Singular.  Plural. 

1.  We  had    J^««<  ^«^- , 

2.  You  7iac?    -p«^<^«>--, 

3.  They  7iad  P^}fiPf^. 

Future  Perfect  Tense. 

1.  I  sJiall  have  Past_Par^^  1.    We  shall  have    Past  Par.  ^ 

o     S  You  will  have     £2l£^,  ^    ^         .„  ,  „   ,  „ 

2.  1  ^„  .,  ^  ,  p    ,  «  2.    You  will  have     PastPar. 
(  Thou  IDllt  have    PnstPar^^ 

3.      He  will  have        PofrPar^-^  3,  They  icill  have  P(^^  p^^- 

POTENTIAL  MODE. 

/  Present  Tense. 

Singular.  Plural. 

1.      I  may  __£!:ffi_,  1.  We  may     _pj^^±_, 

( Thou  may-st  __J^i^±_,  ^ 

3.  Re  may  p^^-     :  3.  They  wa^  __£!I£^. 

Past  Tense. 


I  7Wi^7i«  P"-^'-      ,  1.   We  WZ^r/i^  Pr^'^- 


-> 


rt     <  You  might  -P^^^-  »  ^    -v-  •  7  ^        Pr« 

2.  •^^,           .  ,      ^  r  2.  You  might  _£rf!^_, 
<  Thou  might-st  p^^-  .  "^ 

3.  He  w*^7if  •  -P^^^-  ;  3.  They  migJit  _^II1_^. 


Present  Perfect  Tense, 

1.  I  may  have  Pa.s<  Par.  ^        We  may  have     .p«s<  f  «r. , 

0       ^  You  way  /irtlJe  PaMPnx^  „     ,  p 

2.  s  ^,  ^       .  ,         '       You  may  har:e    Z^fiZ^, 

( Thou  may-st  have    Pa^j  P<^r.  ^ 

3.  He  7nay  have  PastjPar^.       They  7nay  have  P"'*  p^^-  . 


Conjugation  of  the   Verb,  131 

Past  Perfect  Tense. 
Singular.  Plural. 

1.     I  might  have  pompot^^     \^  We  might  have     Pf;£Par^^ 

Q    j  You  might  have        £±lZfi!l,     _    , 

^'  \  Thou  might-st  have  I^^LI^,     ^'  ^  ^^  ^^'^^^  ^^^^^^    ^^^^^* 
3.      He  might  have  postpot^.     2.  Tliey  might  have.£^}±P^. 

SUBJUNCTIVE  MODE. 


Present 

Tense 

. 

Singular. 

Plural. 

1. 

If  I 

Pren. 

1. 

If  we        ^'•««-    , 

2. 

j  If  you    . 
(If  thou  . 

Pres. 
J 

Pres. 
> 

2. 

If  you       Pre^-    . 

3. 

If  he 

Pres. 
> 

3. 

If  thev      -P'-*^-    . 

y* 


IMPERATIVE  MODE. 

Present  Tense. 
2._£iffi_  (you  or  thou).  2.  _i!!:!!i._  (yo* 

INFINITIVES. 
Present  Tense. 

To        -P'"e«- 

Present  Perfect  Tense. 
To  Jiave  Z^^iPar^. 

,  PARTICIPLES. 
Present.  Past.  Past  Perfect. 

^e-^-    ing,  ZnfiZnil-  Having  ^«-^<  Par. . 

To  the  TeacJier. —I^et  the  pupils  fill  out  these  forms  with  other  verbs.  In  the 
indicative,  present,  third,  singular,  es  is  sometimes  added  instead  of «;  and  in  the 
second  person,  old  style,  st  is  sometimes  added  instead  of  est. 


132 


Graded  Lessons  in  English. 


istjjy 


CONJUGATION   OF  THE   VERB  BE. 

In  studying  this  Lesson,  pay  no  attention  to  the  line  at  the 
right  of  each  verb. 

INDICATIVE  MODE. 
Phesent  Tense. 


Singular. 


1.      I  am 

^  You  are— 
(Thou  art 
3.     He  is 


1.     I  was 

2    j  You  wfi»"e  - 
( Thou  wast 
3.     He  was  — 


Plural. 


-,  or 


1.  We  are  • 

2.  You  are 


8.  They  are 

Past  Tense. 

1.  We  were 


-,  or 


2.  You  were  - 

3.  They  were 


1.      I  shall  be 

2    j  You  will  be  - 
]  Thou  wilt  be 
3.      He  will  be  — 


Future  Tense. 

1.  We  shall  be 

2.  You  will  be  - 


-,  or 


3.  They  will  be 


PiiESENT  Perfect  Tense. 


1.      I  have  been 


2 


( You  have  been 


or 


\  Thou  hast  been 
3.      He  has  been  — 


1.  We  have  been  - 

2.  You  have  been 


3.  They  have  been 


Conjugation  of  the   Verb  Be. 


m 


1. 
2. 

a. 


Singular. 

I  had  been 

(.  You  had  been  — 
]Thou  hadst  been 

He  had  been 


Past  Perfect  Tense. 

Plural. 
1.  We  had  been  — 

—  ov 

'  2.  You  had  been  - 

—  ;  3.  They  had  been  - 


1. 
2. 
3. 


FuTUKE  Perfect  Tense. 


I  shall  have  been 

You  will  have  been  — 
Thou  wilt  have  been 
He  will  have  been  — 


or 


1.  We  shall  have  been  - 

2.  You  will  have  been  - 

3.  They  will  have  been 


POTENTIAL  MODE. 
Present  Tense. 


Singular. 


1.     I  mav  be 


2. 


^  You  may  be ,  or 


\  Thou  mayst  be 
3.     He  may  be 


Plural. 

1.  We  may  be , 

2.  You  may  be , 

3.  They  may  be 


1.     I  might  be 

(  You  might  be  — 
'  (  Thou  mightst  be 
3.     He  might  be 


-,  or 


Past  Tense. 

1.  We  might  be  - 

2.  You  miffht  be 


3.  They  might  be 


2 


Present  Perfect  Tense. 


1.     I  may  have  been 


1.  We  may  have  been 


You  may  have  been 


or 


Thou  mayst  have  been 
3.     He  may  have  been 


2.  You  may  have  been  - 

3.  They  may  liave  been 


134 


Graded  Lessons  in  English. 


1. 

2. 
3. 


Singular'. 

I  might  liave  been 

You  might  have  been  — 
Thou  mightst  have  been 
He  might  have  been  — 


Past  Perfect  Tense. 


Plural. 


1.  We  might  have  been 


-,or 


2.  You  might  have  been  - 

3.  They  might  have  been 


1.     If  I  be 

(If  you  be  - 
*  ^ If  thou  be 
3.     If  he  be  — 


Singular. 


SUBJUNCTIVE  MODE. 
Present  Tense. 


Plural. 


1.  If  we  be 


-,  or 


2 


2.  Be  (you  or  thou) 


2.  If  you  be 


1.     If  I  were , 

If  you  were  — — 

If  thou  wert 

If  he  were 


3.  If  they  be  - 

Past  Tense. 

1.  If  we  were 


-,  or 


2.  If  you  were  - 

3.  If  they  Avere 

IMPERATIVE  MODE. 

Present  Tense. 
—  ;  2.  Be  (you) 


INFINITIVES. 
Present  Tense. 
To  be . 

Present  Perfect  Tense. 
To  have  been . 


Present. 

Being  — 


PARTICIPLES. 

Past. 
Been. 


Past  Perfect. 
Having  been 


Agreement  of  the   Verb,  135 

To  the  Teacher. — After  the  pupils  have  become  thoroughly  familiar  with  the 
verb  be  as  a  principal  verb,  teach  them  to  use  it  as  au  auxiliary  iu  making  the  I'ro- 
greasive  IPortn  and  the  ^Passive  Form, 

The  progressive  form  may  be  made  by  filling  all  the  blanks  with  the  present  participle 
of  some  verb. 

The  passive  form  may  be  made  by  filling  all  the  blanks  with  the  past  participle  of  a 
transitive  verb. 

Notice  that,  after  the  past  participle,  no  blank  is  left. 

In  the  progressive  form,  this  participle  is  wanting;  and,  in  the  passive  form,  it  is 
the  same  as  in  the  simple. 


AGREEMENT    OF   THE    VERB. 

Heinember  that  the  verb  must  agree  with  its  subject  in 
number  and  person. 

Give  the  person  and  number  of  each  of  the  following 
verbs,  write  sentences  in  whicli  each  form  shall  be  used  in- 
correctly, and  then  correct  the  errors. 

Common  forms. — Docs,  lias=lia(ve)s,  is,  am,  are,  was,  were. 

Old  forms. — Seest,  sawest,  liast=lia(ve)st,  wilt,  mayst,  miglitst,  art, 

wast. 

When  a  verb  has  two  or  more  subjects  connected  by  and, 
it  must  agree  with  them  in  the  plural.  A  similar  rule 
applies  to  the  agreement  of  the  pronoun. 

CORKECT  THE  FOLLOWING  ERRORS. 

JIforfeZ.— Poverty  and  obscurity  oppresses  him  who  thinks  that  it  is  oppressive. 

Wrong  :  the  verb  oppresses  should  be  changed  to  oppress  to  agree  with  its  two  sub- 
jects, connected  by  and.  The  pronoun  it  should  be  changed  to  they  to  agree  with  its 
two  antecedents,  and  the  verb  is  should  be  changed  to  are  to  agree  with  they. 

Industry,  energy,  and  good  sense  is  essential  to  success. 

Time  and  tide  waits  for  no  man. 

The  tall  sunflower  and  the  little  violet  is  turning  its  face  to  the  sun. 

The  mule  and  the  horse  Avas  harnessed  together. 

Every  green  leaf  and  every  blade  of  grass  seem  grateful. 


136  Graded  Lessons  in  English. 

JHodel. — The  preceding  sentence  is  wrong.  The  verb  seem  is  plural,  and  it  should 
be  singular;  for,  when  several  singniar  subjects  are  preceded  by  each,  every ^  or  »o,  they 
are  taken  separately. 

Each  day  and  each  hour  bring  their  portion  of  duty. 
Every  book  and  every  paper  were  found  in  their  place. 

When  a  verb  has  two  or  more  singular  subjects  connected 
by  or  or  7ior,  it  must  agree  with  them  in  the  singular.  A 
similar  rule  aj^j^lies  to  the  agreement  of  the  pronoun. 

Correct  the  following  errors. 

One  or  the  other  have  made  a  mistake  in  their  statement. 
Neither  the  aster  nor  tlie  dahlia  are  cultivated  for  their  fragrance. 
Either  the  president  or  his  secretary  were  responsible. 
Neither  Ann,  Jane,  nor  Sarah  are  at  home. 

To  foretell,  or  to  express  future  time  simply,  the  auxiliary 
shall  is  used  in  the  first  person,  and  will  in  the  second  and 
third ;  but  when  a  speaker  determines  or  promises,  he  uses 
luill  in  the  first  person  and  shall  in  the  second  and  third. 

Correct  the  following  errors. 

I  will  freeze,  if  I  do  not  move  about. 

You  shall  feel  better  soon,  I  think. 

She  shall  be  fifteen  years  old  to-morrow. 

I  shall  find  it  for  you,  if  you  shall  bring  it  to  me. 

You  will  have  it,  if  I  can  get  it  for  you. 

He  will  have  it,  if  he  shall  take  the  trouble  to  ask  for  it. 

He  will  not  do  it,  if  I  can  prevent  him. 

I  will  drown,  nobody  shall  help  me. 

I  will  be  obliged  to  3'ou,  if  you  shall  attend  to  it. 

We  will  have  gone  by  to-morrow  morning. 

You  shall  disappoint  your  father,  if  you  do  not  return. 

I  do  not  think  I  will  like  the  change. 

Next  Tuesday  shall  be  your  birthday. 

You  shall  be  late,  if  you  do  not  hurry. 


Errors  in  the  Form  of  the   Verb.  137 


ERRORS    IN    THE  FORM    OF    THE    VERB. 
Correct  the  following  errors. 

JtTodel, — Those  things  have  not  came  to-day. 

Wrong,  because  the  past  came  is  here  used  for  the  past  participle  come.    The  pres- 
ent perfect  tense  is  formed  by  preiixing  have  to  the  pad  participle. 

I  done  all  1117  work  before  breakfast. 

I  come  in  a  little  late  yesterday. 

He  lias  went  to  my  desk  without  permission. 

That  stupid  fellow  set  down  on  my  new  hat. 

Set  is  generally  transitive,  and  sit  is  intransitive.    Lay  is  transitive,  and  lie  is  in« 
transitive. 

He  sat  the  chair  in  the  corner. 

Sit  that  plate  on  the  table,  and  let  it  set. 

I  have  set  in  this  position  a  long  time. 

That  child  will  not  lay  still  or  set  still  a  minute. 

I  laid  down  under  the  tree,  and  enjoyed  the  scenery. 

Lie  that  stick  on  the  table,  and  let  it  lay. 

Those  boys  were  drove  out  of  the  fort  three  times. 

I  have  rode  through  the  park. 

I  done  what  I  could. 

He  has  not  spoke  to-day. 

The  leaves  have  fell  from  the  trees. 

This  sentence  is  wrote  badly. 

He  thro  wed  his  pen  down,  and  said  that  the  point  was  broke. 

He  teached  me  grammar. 

I  seen  him  when  he  done  it. 

My  hat  was  took  off  my  head,  and  thro  wed  out  of  the  window. 

The  bird  has  flew  into  that  tall  tree. 

I  was  chose  leader. 

I  have  began  to  do  better.     I  begun  this  morniag. 

My  breakfast  was  ate  in  a  hurry. 

Your  dress  sets  well. 


138 


Graded  Lessons  in  English. 


That  foolisli  old  hen  is  setting  on  a  wooden  egg. 

He  has  tore  it  up  and  throwed  it  away. 

William  has  took  my  knife,  and  I  am  afraid  he  has  stole  it. 

This  should  be  well  shook. 

I  begun  to  sing,  before  I  knowed  what  I  was  doing. 

We  drunk  from  a  pure  spring. 

I  thought  you  had  forsook  us. 

His  pencil  is  nearly  wore  up. 

He  come,  and  tell  me  all  he  knowed  about  it. 


ij,=rlf^  S»  1  jj  ^jj? 


REVIEW  QUESTIONS. 

How  many  modifications  have  verbs  ?  Ans. — Five  ;  viz.,  voice^  mode, 
tense,  nu^nber,  and  person.  Define  voice.  How  many  voices  are  there  ? 
Define  each.  Illustrate.  What  is  mode?  How  many  modes  are 
there  ?  Define  each.  What  is  an  infinitive  ?  What  is  a  participle  ? 
How  many  different  kinds  of  participles  are  there  ?  Define  each. 
Illustrate.  What  is  tense  ?  How  many  tenses  are  there  ?  Define 
each.  Illustrate.  What  are  number  and  person  of  a  verb?  Illus- 
trate. What  is  conjugation  ?  What  is  synopsis  ?  What  are  auxilia- 
ries ?  Name  the  auxiliaries.  What  are  the  principal  parts  of  a  verb? 
Why  are  they  so  called  ?  How  does  a  verb  agree  with  its  subject  ? 
When  a  verb  has  two  or  more  subjects,  how  does  it  agree  ?  Illustrate 
the  uses  of  shall  and  will. 


To  the  Tertc/*er.— Select  some  of  the  preceding  exercises,  and  require  the  pupils 
to  write  the  parsing  of  all  the  verbs.     See  Lessons  34,  35,  48,  49,  and  56. 

Model  for  Written  Parsing— Verbs.— The  Yankee,  .celling  his f ami,  icanders 
away  Co  seek  new  lands. 

CLASSIFICATION.  MODIFICATIONS.  SYNTAX. 


Verbs. 

*  selling 
wanders 

*  seek 


Kind. 

Pr.  Par.,Ir.,Tr. 
Reg.,  Int. 
Inf.,Ir.,Tr. 


MODIFICATIONS. 

Voice. 

Mode. 

Tense. 

Num. 

Per. 

Ac. 

Ac. 

Ind. 

Pres. 

Sing. 

3d. 

Mod.  of  Yankee. 
Pred.  of 

Prin.  word  in  phrase 
Mod.  of  xoanders. 


*  Participles  and  Infinitives  have  no  subject,  and,  consequently,  no  person  or 
number. 


Sentence-Bii  ilding,  139 


SENTENCE-BUILDING. 

Participles  sometimes  partake  of  the  nature  of  the  nouu, 
while  they  retain  the  nature  of  the  verb. 

Build  each  of  the  following  phrases  into  a  sentence,  and 
explain  the  nature  of  the  participle. 

Model. in  building  a  snow  fort.    They  were  engaged  in  building  a  snow  fort. 

The  participle  building,  like  a  noun,  follows  the  preposition  in,  as  the  principal  word 
in  the  phrase;  and,  like  a  verb,  it  takes  the  object  complement /or^ 

by  foretelling  storms.     by  helping  others.     on  ap- 


proaching the  house.     in  catching  fish. 

Use  the  following  phrases  as  subjects. 

Walking  in  the  garden .     His  writing  that  letter .     Break- 

Ing  a  promise . 


Build  each  of  the  following  phrases  into  a  complex  sen- 
tence. Let  some  of  the  dependent  clauses  bti  used  as  adjec- 
tives, and  some,  as  adverbs. 

in  sledges.     up  the  Hudson.     down  the 


Rhine.     through  the   Alps.     with  snow    and  ice. 

into  New  York  bay.     on  the  prairie.     at 

Saratoga. 

Build  a  short  sentence  containing  all  the  parts  of  speech. 
Expand  the  following  simple  sentence  into  twelve  sentences. 

Astronomy  teaches  the  size,  form,  nature,  and  motions  of  the  sun, 
moon,  and  stars. 

Contract  the  following  awkward  compound  sentence  into 
a  neat  simple  sentence. 


140  Graded  Lessons  in  English. 

Hannibal  passed  through  Gaul,  and  then  he  crossed  the  Alps,  and 
then  came  down  into  Italy,  and  then  he  defeated  several  Roman 
generals. 

Change  the  following  complex  sentences  to  compound 
sentences. 

When  he  asked  me  the  question,  I  answered  him  courteously. 
Morse,  the  man  who  invented  the  telegraph,  was  a  public  benefactor. 
When  spring  comes,  the  birds  will  return. 

Contract  the  following  complex  sentences  into  simple  sen- 
tences by  changing  the  Tsrb  in  the  dependent  clause  to  a 
participle.    Notice  all  the  other  changes. 

A  ship  which  was  gliding  along  the  horizon  attracted  our  atten- 
tion. 

I  saw  a  man  who  was  plowing  a  field. 

When  the  shower  had  passed,  we  went  on  our  way. 

I  heard  that  he  wrote  that  article. 

That  he  was  a  foreigner  was  well  known. 

I  am  not  sure  that  he  did  it. 

Every  pupil  who  has  an  interest  in  this  work   will  prepare  for  it. 

Change  the  following  compound  sentences  to  complex 
sentences. 

JZode?.— Morning  dawns,  and  the  clouds  disperse. 
When  morning  dawns,  the  clouds  disperse. 

Avoid  swearing  :  it  is  a  wicked  habit. 
Pearls  are  valuable,  and  they  are  found  in  oyster  shells. 
Dickens  wrote  David  Copperfield,  and  he  died  in  1871. 
Some  animals  are  vertebrates,  and  they  have  a  backbone. 

Expand  each  of  the  following  sentences  as  much  as  you 

can. 

Indians  dance.        The  clock  struck.         The  world  moves. 


Miscellaneous  Errors.  141 


MISCELLANEOUS   ERRORS. 

CORR"ECT  THE    FOLLOWING    ERROKS. 

I  have  got  that  book  at  liome. 

3r«<7e/.— Wrong,  because  have,  alone,  asserts  possession.  Got^  used  in  the  sense  of 
obtained,  is  correct;  as,  I  have  just  got  the  book. 

Have  you  got  time  to  lielp  me  ? 

There  is  many  mistakes  in  my  composition. 

Model. — Wrong,  because  is  should  agree  with  its  plural  subject  mistakes.  The  ad- 
verb there  is  often  used  to  introduce  a  sentence,  that  the  subject  may  follow  the  pred- 
icate.   This  often  makes  the  sentence  sound  smooth,  and  gives  variety. 

There  goes  my  mother  and  sister. 
Here  comes  the  soldiers. 
There  was  many  friends  to  greet  him. 
It  ain't  there. 

Model. — Ain't  is  a  vulgar  contraction.  It  ain't  =\t  am  not.  Correction — It  is  not 
there. 

I  have  made  up  my  mind  that  it  ain't  no  use. 
'Tain't  so  bad  as  you  think. 
Two  years'  interest  were  due. 
Every  one  of  his  acts  were  criticised. 
I,  Henry,  and  you  have  been  chosen. 

Jlfocfe?.— Wrong,  for  politeness  requires  that  you  should  mention  the  one  spoken 
to,  first;  the  one  spoken  of,  next;  and  yourself,  last. 

The  dog  and  I  and  father  went  a-hunting. 

Me  and  Jane  are  going  to  the  fair. 

I  only  want  a  little  piece. 

He  is  a  handsome,  tall  man. 

Did  you  sleep  good  ? 

How  much  trouble  one  has,  don't  they  ? 

He  inquired  for  some  tinted  ladies'  note-paper. 


142  Graded  Lessons  in  English. 

You  needn't  ask  me  nothing  about  it, 
for  I  haven't  got  no  time  to  answer. 
Him  that  is  diligent  will  succeed. 
He  found  the  place  sooner  than  me. 
Who  was  that  ?     It  was  me  and  him. 
If  I  was  her,  I  would  say  less. 
Bring  me  them  tongs. 
Us  boys  have  a  base-ball  club. 
Whom  did  you  say  that  it  was  ? 
Who  did  you  speak  to  just  now  ? 
Wlio  did  you  mean,  when  you  said  that  ? 
Where  was  you  when  I  called  ? 
There's  twenty  of  us  going. 
Circumstances  alters  cases. 
Tell  them  to  set  still. 
He  laid  down  by  the  jfire. 
She  has  lain  her  book  aside. 
It  takes  him  everlastingly. 
That  was  an  elegant  old  rock. 


ANALYSIS  AND   PARSING. 

1.  Thou  shalt  not  take  the  name  of  the  Lord  thy  God  in  vaia 
3.  Strike  !  till  the  last  armed  foe  expires  ! 

3.  You  wrong  me,  Brutus. 

4.  Shall  we  gather  strength  by  irresolution  and  inaction  ? 

5.  Why  stand  we  here  idle  ? 

6.  Give  me  liberty,  or  give  me  death  ! 

7.  Thy  mercy,  O  Lord,  is  in  the  heavens,  and  thy  faithfulness 
reacheth  unto  the  clouds. 

8.  The  clouds  poured  out  water,  the  skies  sent  out  a  sound,  the 
voice  of  thy  thunder  was  in  the  heaven. 


Analysis  and  Parsing.  143 

9.  The  heavens  declare  his  righteousness,  and  all  the  people  see  his 
glory. 

10.  The  verdant  lawn,  the  shady  grove,  the  variegated  landscape, 
the  boundless  ocean,  and  the  starry  firmament  are  beautiful  and  mag- 
nificent objects. 

11.  When  you  grind  your  corn,  give  not  the  flour  to  the  devil  and 
the  bran  to  God. 

12.  That  which  the  fool  does  in  the  end,  the  wise  man  does  at  the 
beginning. 

13.  Xerxes  commanded  the  largest  army  that  was  ever  brought  into 
the  field. 

14.  Without  oxygen,  fires  would  cease  to  burn,  and  all  animals 
would  immediately  die. 

15.  Liquids,  when  acted  upon  by  gravity,  press  downward,  upward, 
and  sideways. 

16.  Matter  exists  in  three  states — the  solid  state,  the  liquid  state, 
and  the  gaseous  state. 

17.  The  blending  of  the  seven  prismatic  colors  produces  white  light. 

18.  Soap-bubbles,  when  they  are  exposed  to  light,  exhibit  colored 
rings. 

19.  *  He  who  yields  to  temptation  debases  himself  with  a  debase- 
ment from  which  he  can  never  arise. 

20.  *  Young  eyes,  that  last  year  smiled  in  ours, 

Now  point  the  rifle's  barrel ; 
And  hands,  then  stained  with  fruits  and  flowers. 
Bear  redder  stains  of  quarrel. 

*  See  <'  Model  Diagrams,"  page  93. 


144  Graded  Lessons  in  English. 


CAPITAL     LETTERS    AND     PUNCTUATION. 

Capital  Letters. — The  first  word  of  (1)  a  sentence,  (2)  a 
line  of  poetry,  (3)  a  direct  quotation  making  complete 
sense  or  a  direct  question  introduced  into  a  sentence,  and 
(4)  phrases  or  clauses  separately  numbered  or  paragraphed 
should  begin  with  a  capital  letter.  Begin  with  a  capital 
letter  (5)  proper  names  and  words  derived  from  them, 
(6)  names  of  things  personified,  and  (7)  most  abbreviations. 
Write  in  capital  letters  (8)  the  words  I  and  0,  and  (9)  num- 
bers in  the  Roman  notation. 

Examines. — 1.  The  judicious  are  always  a  minority. 
2.  Honor  and  shame  from  no  condition  rise  ; 
Act  well  your  part,  there  all  the  honor  lies. 
3.  The  question  is,  "Can  law  make  people  honest?"    4.  Paintings 
are  useful  for  these  reasons  :  1.  They  please;  2.  They  instruct.    5.  The 
heroic  Nelson  destroyed  the  French  fleet  in  Aboukir  Bay.     6.  Next, 
Anger  rushed,  his  eyes  on  fire.     7.  The  Atlantic  ocean  beat  Mrs.  Par- 
tington.    8.  The  use  of  0  and  oh  I  am  now  to  explain.     9.  Napoleon 
II.  never  came  to  the  throne. 

Period. — Place  a  period  after  (1)  a  declarative  sentence, 
(2)  an  abbreviation,  and  (3)  a  number  Avritten  in  the  Roman 
notation. 

For  Examples  see  1,  7,  and  9  in  the  sentences  above. 

Itiferrogation  Point, — Every  direct  interrogative  sen- 
tence should  be  followed  by  an  interrogation  point. 

JExample. — King  Agrippa,  believest  thou  the  prophets  ? 

Erdamation  Point, — All  exclamatory  expressions  must 
be  followed  by  the  exclamation  point. 

Examine.  -  Oh  !  bloodiest  picture  in  the  book  of  time  1 


Capital  Letters  and  PtuictiLation.  145 

Comma, — Set  off  by  the  comma  (1)  a  phrase  out  of  its 
natural  order  or  not  closely  connected  with  the  word  it 
modifies ;  (2)  an  exphxnatory  modifier  which  does  not  restrict 
the  modified  term  or  combine  closely  with  it ;  (3)  a  participle 
used  as  an  adjective  modifier,  with  tlie  words  belonging  to 
it,  unless  restrictive  ;  (4)  the  adjective  clause,  when  not  re- 
strictive ;  (5)  the  adverb  clause,  unless  it  closely  follows  and 
restricts  the  word  it  modifies  ;  (6)  a  word  or  phrase  indepen- 
dent or  nearly  so  ;  (7)  a  direct  quotation  introduced  into  a 
sentence,  unless  formally  introduced  ;  (8)  a  noun  clause 
used  as  an  attribute  complement ;  and  (9)  a  term  connected 
to  another  by  or  and  having  the  same  meaning.  Separate 
by  the  comma  (10)  connected  Avords  and  phrases,  unless  all 
the  conjunctions  are  expressed  ;  (11)  independent  clauses, 
when  short  and  closely  connected  ;  and  (12)  the  parts  of  a 
compound  predicate  and  of  other  phrases,  when  long  or  dif- 
ferently modified. 

Examples.—  1.  In  the  distance,  icebergs  look  like  masses  of  bur- 
nished metal.  2.  Alexandria,  tlie  capital  of  Lower  Egypt,  is  an  ill- 
looking  city.  3.  Labor,  diving  deep  into  the  earth,  brings  up  long- 
hidden  stores  of  coal.  4.  The  sun,  wliich  is  tlie  centre  of  our  system, 
is  millions  of  miles  from  us.  5.  When  beggars  die,  there  are  no 
comets  seen.  6.  Gentlemen,  this,  then,  is  your  verdict.  7.  God  said, 
"Let  there  be  light."  8.  Nelson's  signal  was,  "England  expects 
every  man  to  do  his  duty."  9.  Rubbers,  or  overshoes,  are  worn  to 
keep  the  feet  dry.  10.  The  sable,  the  seal,  and  the  otter  furnish  us 
rich  furs.  11.  His  dark  eyo  flashed,  his  proud  breast  heaved,  his 
cheek's  hue  came  and  went.  12.  Flights  of  birds  darken  the  air,  and 
tempt  the  traveller  with  the  promise  of  abundant  provisions. 

Semicolon, — Independent  clauses  (1)  when  slightly  con- 
nected, or  (2)  when  themselves  divided  by  the  comma,  must 
be  separated  by  the  semicolon.     Use  the  semicolon  (3)  be- 
tween phrases  or  clauses  having  a  common  dependence  on 
7 


14^  Graded  Lessons  in  Eno-Iish. 


something  which  precedes  or  follows  ;  and  (4)  before  as, 
viz.,  to  loit,  namehj,  i.  c,  and  that  is,  when  they  introduce 
examples  or  illustrations. 

Examples,— 1.  Tlio  furnaco  blazes ;  the  anvil  rings ;  the  busy 
wheels  whirl  round.  2.  As  Caesar  loved  me,  I  weep  for  him  ;  as  he 
was  fortunate,  I  rejoice  at  it ;  as  he  was  valiant,  I  honor  him  ;  but,  as 
he  was  ambitious,  I  slew  him.  3.  He  drew  a  picture  of  the  sufferings 
of  our  Saviour  ;  his  trial  before  Pilate  ;  his  ascent  of  Calvary  ;  his 
crucifixion  and  death.  4.  Gibbon  writes,  "  I  have  been  sorely  afflicted 
with  gout  in  the  hand  ;  to  wit,  laziness." 

Colon, — Use  the  colon  (1)  between  the  parts  of  a  sen- 
tence, when  these  parts  are  themselves  divided  by  the  semi- 
colon ;  and  (2)  before  a  quotation  or  an  enumeration  of 
particulars,  ^\\\Q\\  formally  introduced. 

Examples. —  1.  Canning's  features  were  handsome ;  his  eye, 
though  deeply  ensconced  under  his  eyebrows,  was  full  of  sparkle  and 
gayety  :  the  features  of  Brougham  were  harsh  in  the  extreme.  2.  To 
Lentullus  and  Gellius  bear  this  message:  "Their  graves  are  meas- 
ured." 

Dash. — Use  the  dash  where  there  is  an  omission  (1)  of 
letters  or  figures,  and  (2)  of  such  words  as  as,  7iamclij,  or 
that  is,  introducing  illustrations  or  equivalent  expressions. 
Use  the  dash  (3)  where  the  sentence  breaks  off  abruptly, 
and  the  same  thought  is  resumed  after  a  slight  suspension, 
or  another  takes  its  place  ;  and  (4)  before  a  word  or  phrase 
repeated  at  intervals  for  emphasis.  The  dash  may  be  used 
(5)  instead  of  marks  of  parenthesis,  and  may  (6)  even  follow 
other  marks,  each  mark  retaining  its  usual  force. 

Examples. — 1.  In  M w,  v.  3-11,  you  may  find  the  "beati- 
tudes." 2.  There  are  two  things  certain  in  this  world— taxes  and 
death.  3.  I  said — I  know  not  what.  4.  I  never  would  lay  down  my 
arms — never — never — NEVER.     5.  Fulton  started  a  steamboat — he 


Capital  Letters  and  Ptinct nation.  147 

called  it  the  Clermont— on  the  Hudson  in  1807.     6.  My  dear  Sir, — I 
write  this  letter  for  information. 

Marks  of  Parenthesis, — Marks  of  parenthesis  may  be 
used  to  enclose  wliat  lias  no  essential  connection  with  the 
rest  of  the  sentence. 

Example. — The  noun  (Lat.  nomen,  a  name)  is  the  first  part  of 
speech. 

Apostrophe, — Use  the  apostrophe  (1)  to  mark  the  omis- 
sion of  letters,  (2)  in  the  pluralizing  of  letters,  figures,  and 
characters,  and  (3)  to  distinguish  the  possessive  from  other 
cases. 

Examples. — 1.  Bo't  of  John  Jones  10  lbs.  of  butter.  2.  What  word 
is  there  one-half  of  which  is  p's  f    3.  He  washed  the  disciples'  feet. 

Hyphen. — Use  the  hyphen  (-)  (1 )  to  join  the  parts  of 
compound  words,  and  (2)  between  the  syllables  when  a 
word  is  divided. 

Examples. — 1.  Work-baskets  are  convenient.  2.  Divide  basket 
thus :  has-ket. 

Quotation  3Iarks, — Use  quotation  marks  to  enclose  a 
copied  word  or  passage.  If  the  quotation  contains  a  quota- 
tion, this  is  enclosed  within  single  marks. 

Example. — The  semion  closed  with  this  sentence;  "God  said, 
'Let  there  be  light.'" 

Brackets, — Use  brackets  []  to  enclose  what,  in  quoting 
another's  words,  you  insert  by  way  of  explanation  or  correc- 
tion. 

Example. — The  Psalmist  says,  "  I  prevented  [anticipated]  the 
dawning  of  the  morning." 


148  Graded  Lessons  in  English. 


SENTENCES  AND  PARAGRAPHS. 

lo  the  Teacher,— It  is  very  profitable  to  exercise  pupils  in  combining  simple 
statements  into  complex  and  compound  sentences,  and  in  resolving  complex  and 
compound  sentences  into  simple  statements.  In  combining  statements,  it  is  an 
excellent  practice  for  the  pupil  to  contract,  expand,  transpose,  and  substitute  different 
words,  and  thus  learn  to  express  the  same  thought  in  a  variety  of  ways.  Any  reading- 
book  or  history  will  furnish,  good  material  for  such  practice.  A  few  examples  are 
given  below. 

Direction.— ComhiuQ  in  as  many  ways  as  possible  each  of  the  following  groups 
of  sentences : — 

Example. — Tliis  man  is  to  be  pitied.     He  lias  no  friends. 

1.  This  man  has  no  friends,  and  he  is  to  be  pitied. 

3.  This  man  is  to  be  pitied,  because  he  has  no  friends. 

3.  Because  this  man  has  no  friends,  he  is  to  be  pitied. 

4.  This  man,  who  has  no  friends,  is  to  be  pitied. 

5.  This  man,  having  no  friends,  is  to  be  pitied. 

6.  This  man,  without  friends,  is  to  be  pitied. 

7.  This  friendless  man  deserves  our  pity. 

1.  The  ostrich  is  unable  to  fly.  It  has  not  wings  in  proportion  to  its 
body. 

2.  Egypt  is  a  fertile  country.     It  is  annually  inundated  by  the  Nile. 

3.  The  nerves  are  little  threads,  or  fibres.  They  extend  from  the 
brain.     They  spread  over  the  whole  body. 

4.  John  Gutenberg  published  a  book.  It  was  the  fir;;t  book  known 
to  have  been  printed  on  a  printing-press.  He  was  aided  by  the  pat- 
ronage of  John  Faust.  He  published  it  in  1455.  He  published  it  in 
the  city  of  Mentz. 

5.  The  human  body  is  a  machine.  A  watch  is  delicately  constructed. 
This  machine  is  more  delicately  constructed.  A  steam-engine  is  com- 
plicated. This  machine  is  more  complicated.  A  steam-engine  is  won- 
derful.    This  machine  is  more  wonderful. 

Yoli  see  that  short  statements  closely  related  in  meaning 
may  be  improved  by  being  combined.  But  young  writers 
frequently  use  too  many  ands  and  other  connectives,  and 
make  their  sentences  too  long. 


Sentences  and  Paragraphs.  149 

Long  sentences  should  be  broken  up  into  short  ones  when 
the  relations  of  the  parts  are  not  clear. 

As  clauses  may  be  joined  to  form  sentences  so  sentences 
may  be  united  to  make  j5<7rrt^rf/jjZj5. 

A  paragraph  is  a  sentence  or  a  group  of  related  sentences 
developing  one  point  or  one  division  of  a  general  subject. 

The  first  word  of  a  j^aragraph  should  begin  a  new  line, 
and  should  be  written  a  little  farther  to  the  right  than  the 
first  words  of  other  lines. 

Direction, — Combine  the  following  statements  into  sentences  and  paragraphs, 
and  make  of  them  a  complete  composition  : — 

Water  is  a  liquid.  It  is  composed  of  oxygen  and  hydrogen.  It 
covers  about  three-fourths  of  the  surface  of  the  earth.  It  takes  the 
form  of  ice.  It  takes  the  form  of  snow.  It  takes  the  form  of  vapor. 
The  air  is  constantly  taking  up  water  from  rivers,  lakes,  oceans,  and 
from  damp  ground.  Cool  air  contains  moisture.  Heated  air  contains 
more  moisture.  Heated  air  becomes  lighter.  It  rises.  It  becomes 
cool.  The  moisture  is  condensed  into  fine  particles.  Clouds  are 
formed.  They  float  across  the  sky.  The  little  particles  unite  and  form 
rain-drops.  They  sprinkle  the  dry  fields.  At  night  the  grass  and 
flowers  become  cool.  The  air  is  not  so  cool.  The  warm  air  touches 
the  grass  and  flowers.  It  is  chilled.  It  loses  a  part  of  its  moisture. 
Drops  of  dew  are  formed.  Water  has  many  uses.  Men  and  animals 
drink  it.  Trees  and  plants  drink  it.  They  drink  it  by  means  of  their 
leaves  and  roots.  Water  is  a  great  purifier.  It  cleanses  our  bodies. 
It  washes  our  clothes.  It  washes  the  dust  from  the  leaves  and  the 
flowers.  Water  is  a  great  worker.  It  floats  vessels.  It  turns  the 
wheels  of  mills.  It  is  converted  into  steam.  It  is  harnessed  to  mighty 
engines.     It  does  the  work  of  thousands  of  men  and  horses. 

To  the  Teac/ier.— Condensed  statements  of  facts,  taken  from  some  book  not  in 
the  hands  of  your  pupils,  maj'  be  read  to  them,  and  they  may  be  required  to  expand 
and  combine  these  and  group  them  into  paragraphs. 


150  Graded  Lessons  in  English. 

— — 1 

LETTER-WRITING.* 
In  writing  a  letter  there  are  six  things  to  consider— the 
Heading,  the  Introduction,  the  Body  of  the  Letter,  the  Con- 
clusion, the  Folding,  and  the  Superscription. 

The  Heading. 

Fctrts, — The  Heading  consists  of  the  name  of  the  Flace 
at  which  the  letter  is  written,  and  the  Date,  If  you  write 
from  a  city  like  St.  Louis,  Boston,  or  New  York,  give  the 
door-number,  the  name  of  the  street,  and  the  name  of  the 
city  ;  if  you  write  from  a  small  city,  add  the  name  of  the 
state.  If  you  are  at  a  Hotel  or  a  School,  its  name  may  take 
the  place  of  the  door-number  and  the  name  of  the  street. 
If  in  a  small  country  place,  give  your  post-office  address, 
the  name  of  the  county,  and  tliat  of  the  state. 

The  Date  consists  of  the  months  the  day  of  the  month, 
and  the  year. 

Hoiv  Written, — Begin  the  Heading  about  an  inch  and 
a  half  from  the  top  of  the  page — on  the  first  ruled  line  of 
commercial  note— and  a  little  to  the  left  of  the  middle  of  the 
page.  If  the  Heading  is  very  short,  it  may  stand  on  one  line. 
If  it  occupies  more  than  one  line,  the  second  line  should 
begin  farther  to  the  right  than  the  first,  and  the  third  farther 
to  the  right  than  the  second. 

The  Date  stands  upon  a  line  by  itself  if  the  Heading  occu- 
pies two  or  more  lines. 

The  door-number,  the  day  of  month,  and  the  year  are 
written  in  figures,  the  rest  in  words.  Each  important  word 
begins  with  a  capital  letter,  each  item  is  set  off  by  the 
comma,  and  the  whole  closes  with  a  period. 


*  In  preparing  this  work  on  Letter- Writing,  we  have  followed  the  two  best  authori- 
ties— Townsend  and  Wcstlake. 


Letter-  Writing.  151 


l>irec<to»i.— study  what  has  been  said,  and  write  the  following  headings  accord- 
ing to  thei^e  models  : — 

1.  Hull,  Mass.,  Nov.  1,  1860.  3.  Newburjport,  Mass., 

2.  1466  Colorado  Ave.,  Jii^®  SO,  1836. 

Rochester,  N.  Y.,  4.  Starkville,  Herkimer  Co.,  N.  Y., 

Apr.  3,  1870.  Dec.  19,  1871. 

1.  n  y  rondout  11  1849  oct.  2.  staten  island  port  riclimond  1877  25 
January.  3.  brooklyn  march  1871  mansion  house  29.  4.  executive 
chamber  vt  february  montpeliQr  1869  27.  5.  Washington  ripley  co 
mo  nov  16  1874.  6.  fifth  ave  may  new  york  460  9  1863.  7.  washing- 
ton  d  c  march  1847  520  Pennsylvania  ave  16. 

The  Ijs^troductiox. 

Parts, — The  Introduction  consists  of  the  Address — the 
Name,  the  Title,  and  the  Place  of  Business  or  Residence 
of  the  one  addressed — and  the  Salutation,  Titles  of  re- 
spect and  courtesy  should  appear  in  the  Address.  Prefix 
Mr.  to  a  man's  name ;  Messrs.  to  the  names  of  several  gen- 
tlemen ;  Miss  to  that  of  a  young  lady  ;  Mrs.  to  that  of  a 
married  lady.  Prefix  Dr.  to  the  name  of  a  physician,  but 
never  Mr.  Dr.  ;  Rev.  to  the  name  of  a  clergyman,  or  Bev. 
Mr.,  if  you  do  not  know  his  christian  name  ;  Rev.  Dr.,  if 
he  is  a  Doctor  of  Divinity,  or  write  Rev.  before  the  name 
and  D.D.  after  it.  Give  the  title  of  her  husband  to  a  mar- 
ried lady ;  as,  Mrs.  Dr.  Smith,  Mrs.  Secretary  Evarts,  Mrs. 
Gen,  W.  T.  Sherman.  If  two  literary  or  professional  titles 
are  added  to  a  name,  let  them  stand  in  the  order  in  which 
they  were  conferred— this  is  the  order  of  a  few  common 
ones:  A.M.,  Ph.D.,  D.D.,  LL.D. 

Salutations  vary  with  the  station  of  the  one  addressed,  or 
the  writer's  degree  of  intimacy  with  him.  Strangers  may 
be  addressed  as  Sir,  Rev.  Sir,  General,  Madam,  etc.  ;  ac- 
quaintances as  Dear  Sir,  Dear  Madam,  etc.  ;  friends  as  My 


152  Graded  Lessons  in  English, 

dear  Sir,  My  dear  Madam,  My  dear  Jones,  etc.  ;  and  near 
relatives  and  other  dear  friends  as  My  dear  Wife,  My  dear 
Boy,  Dearest  Ellen,  etc. 

How  Written, — The  Address  may  follow  the  Heading, 
beginning  on  the  next  line,  or  the  next  but  one,  and  stand- 
ing on  the  left  side  of  the  page  ;  or  it  may  stand  in  corres- 
ponding position  after  the  Body  of  the  Letter  and  the  Con- 
clusion. If  the  letter  is  written  to  a  very  intimate  friend, 
the  Address  may  approjoriately  be  ^olaced  at  the  bottom  of 
the  letter  ;  but  in  other  letters,  especially  those  on  ordinary 
business,  it  should  be  placed  at  the  top  and  as  directed 
above.  There  should  always  be  a  narrow  margin  on  the 
left-hand  side  of  the  page,  and  the  Address  should  always 
begin  on  the  marginal  line.  If  the  Address  occupies  more 
than  one  line,  the  initial  words  of  these  lines  should  slope 
to  the  riglit,  as  in  the  Heading. 

Begin  the  Salutation  on  the  marginal  line  or  a  little  to 
the  right  of  it,  when  the  Address  occupies  three  lines  ;  on 
the  marginal  line  or  farther  to  the  right  than  the  second 
line  of  the  Address  begins,  when  this  occupies  two  lines  ;  a 
little  to  the  right  of  the  marginal  line,  when  the  Address 
occupies  one  line  ;  on  the  marginal  line,  when  the  Address 
stands  below. 

Every  important  word  in  the  Address  should  begin  with 
a  capital  letter.  All  the  items  of  it  should  be  set  off  by  the 
comma,  and,  as  it  is  an  abbreviated  sentence,  it  should  close 
with  a  period.  Every  important  word  in  the  Salutation 
should  begin  with  a  capital  letter,  and  the  whole  should  be 
followed  by  a  comma. 

Direction.— ^{wAy  what.has  been  said,  and  write  the  following  introductions  ac- 
cording to  these  models  : — 


Letter-  Writing.  1 5  3 


1.  Dear  Father,  3.  Messrs.  Clark  &  Maynard, 

I  -write,  etc.  5  Barclay  St.,  N.  Y. 

2.  TheRev.  M.  H.  Buckham,  D.D.,  Gentlemen, 

President  of  U.  V.  M.,  4.  Messrs.  Tiffany  &  Co., 

Burlington,  Vt.  2  Milk  St.,  Boston. 

My  dear  Sir,  Dear  Sirs, 

1.  david  h  cocliran  lid  president  of  polyteclinic  institute  brooklyn 
n  y  dear  sir.  2.  dr  John  h  hobart  burge  64  livingston  st  brooklyn  n  y 
sir  3.  prof  geo  n  boardman  Chicago  ill  dear  teacher.  4.  to  the  pres- 
ident executive  mansion  Washington  d  c  mr  president.  5.  rev  t  k 
beecher  elmira  n  y  sir.  6.  messrs  gilbert  «&  sons  gentlemen  mass  bos- 
ton. 7.  mr  george  r  curtis  minn  rochester  my  friend  dear.  8.  to  the 
honorable  wm  m  evarts  secretary  of  state  Washington  d  c  sir. 

The  Body  of  the  Letter. 

■  The  ^Beginning, — Begin  the  Body  of  the  Letter  at  the 
end  of  the  Salutation,  and  on  the  same  hne,  if  the  Intro- 
duction consists  of  four  lines — in  which  case  the  comma 
after  the  Salutation  should  be  followed  by  a  dash  ;— other- 
wise, on  the  line  heloiv. 

Style, — Be  perspicuous.  Paragraph  and  punctuate  as  in 
other  kinds  of  writing.  Si^ell  correctly ;  write  legibly, 
neatly,  and  with  care. 

Letters  of  friendsliip  should  be  colloquial,  natural,  and 
familiar.  Whatever  is  interesting  to  you  will  be  interest- 
ing to  your  friends. 

Business  letters  should  be  brief,  and  the  sentences  should 
be  short,  concise,  and  to  the  point. 

Informal  notes  the  third  person  is  generally  used  instead 
of  the  first ;  there  is  no  Heading,  no  Introduction,  no  Sig- 
nature, only  the  Date  at  the  bottom,  on  the  left  side  of  the 
page. 


154  Graded  Lessons  in  Eno-HsJi. 


The  Con^clusioj^. 

Tarts, — The  Conclusion  consists  of  the  CoinpUmentary 
Cldse  and  the  Signature,  The  forms  of  the  Compliment- 
ary Close  are  many,  and  are  determined  by  the  relations 
of  the  writer  to  the  one  addressed.  In  letters  of  friend- 
ship you  may  use  Your  sincere  friend ;  Yours  affection- 
ately ;  Your  loving  son  or  daughter,  etc.  In  business  let- 
ters, you  may  use  Yours  j  Yours  truly ;  Truly  yours ; 
Yours  respectfully ;  Very  respectfully  yours,  etc.  In  offi- 
cial letters  use  I  have  the  honor  to  he,  Sir,  your  oledient 
servant;  Very  respectfully,  your  most  oledient  servant, 
vLC/»,  etc. 

The  Signature  consists  of  your  christian  name  and  yoi]r 
surname.  In  addressing  a  stranger  write  your  christian 
name  in  full.  A  lady  addressing  a  stranger  should  prefix 
her  title — Miss  or  Mrs. — to  her  own  name. 

Hoiv  Written, — The  Conclusion  should  begin  near  the 
middle  of  the  first  line  below  the  Body  of  the  Letter,  and 
should  slope  to  the  right  like  the  Heading  and  the  Address. 
Begin  each  line  of  it  with  a  capital  letter,  and  punctuate  as 
in  other  writing,  following  the  whole  with  a  period.  The 
Signature  should  be  very  plain. 

The  Foldin^g. 

The  Folding  is  a  simple  matter  when,  as  now,  the  en- 
velope used  is  adapted  in  length  to  the  width  of  the  sheet. 
Take  the  letter  as  it  lies  before  you,  with  its  first  page  up- 
permost, turn  up  the  bottom  of  it  about  one-third  the 
length  of  the  sheet,  bring  the  top  down  over  this,  taking 
care  that  the  sides  are  even,  and  press  the  parts  together. 


Letter-  Writing.  1 5  5 

Taking  the  enyelope  with  its  back  up  insert  the  letter,  put- 
ting in  first  the  edge  last  folded. 

The  Superscriptiox. 

Parts, — The  Superscription  is  what  is  written  on  the 
outside  of  the  envelope.  It  is  the  same  as  the  Address, 
consisting  of  the  ^""ame,  the  Titles,  and  the  full  Directions 
of  the  one  addressed. 

Hoiv  Written, — The  Superscription  should  begin  near 
the  middle  of  the  envelope  and  near  the  left  edge — 
the  envelope  lying  with. its  closed  side  toward  you — and 
should  occupy  three  or  four  lines.  These  lines  should  slope 
to  the  right  as  in  the  Heading  and  the  Address,  the  spaces 
between  the  lines  should  be  the  same,  and  the  last  line 
should  end  near  the  lower  right-hand  corner.  On  the  first 
line  the  Name  and  the  Titles  should  stand.  If  the  one  ad- 
dressed is  in  a  city,  the  door-number  and  name  of  the  street 
should  be  on  the  second  line,  the  name  of  the  city  on  the  third, 
and  the  name  of  the  state,  if  needed,  on  the  fourth.  If  he 
is  in  the  country,  the  name  of  the  post-ofiice  should  be  on 
the  second  line,  the  name  of  the  county,  if  used,  on  the 
third  (or  by  itself  near  the  lower  left-hand  corner),  and 
the  name  of  the  state  on  the  fourth.  The  titles  follow- 
ing the  name  should  be  separated  from  it  and  from  each 
other  by  the  comma,  and  every  line  should  end  with  a  comma 
except  the  last,  which  should  be  followed  by  a  period.  The 
lines  should  be  straight,  and  every  part  of  the  Superscrip- 
tion should  be  legible.  Place  the  stamp  at  the  upper  right- 
hand  corner. 


156  Graded  Lessons  in  English. 


LETTER     ORDERING    MERCHANDISE. 


%.dii^U.     (&^^./,t/-e.    S^ 


/ 


■C  ■C'yi'   '^fC-e-  <i--e-^e--c-€'i't)-'yi^    -G-p^     -i?/tt;j     ■r/tx-o-t/d , 


/  /  / 

/  /  / 


-yyi^ 


v-i/f.'id   -t-yh   '/ind'Cs-^ 


(Q/y/i-o-'yyzt^d    ^^o-ezeCo-^ 


Letter  Writing. 


157 


ANSWER,   ENCLOSING     INVOICE. 


^SO    ^di^^^vu^y^,     ©/r    ^l/^, 


Ji^^y^,     /(^6^ 


^■e-gt-i' 


'ti-. 


yf-S'-^     y/i^^^^t'  y^o^-t^n.-Z'^-^   St-'yvf  y,'?^<^t^   -^^^    Cy^-r^-t 


■z^'>^yiS 


■tyi- 


't-'yv 


/        \Ly 


Thomas  Dodds, 


INVOICE. 

Bought  of  Peter  Hyde  &  Co. 


3  boxes  Sperm  Candles,  140  lbs. ,  @  33c. 

7    do.     Adamantine  Extra  Candles,  182  lbs.,  "  36c. 
120  lbs.  Crushed  Sugar,  "  12  .^c. 

60    do.    Coffee        do.,  "  llic 


$46  20 

47  32 

15  00 

6  75 

$115  27: 


158  Graded  Lessons  in  English. 

LETTER     OF    APPLICATION. 

'^>^.^^^..  (^^//^  (£^/Z/X 

"^yy    /        /^i?      yv  y   M      J/  /^^ 

<?^c-€-c^i^'yi--t'C  (ir^^z^^^^^T^/^,  (^y^-23--22-^/^/^^?^,    -e^yt-t^^     (ii>^    ■e-'yi^- 

/  .  ■    /    /  / 

/        ^  Q/^    -y     y    V^  ^fr)l     ^/  y- 

/v^ ^'f^'C-ti--e^  y^'i^''  /^lyl^^dt-T^i-^^ '7<i'7^^yd-t-€^jC''^  -t^^  dt4^'C'/i'  -tfyyi^  -ccyi-cC'' 


■c 


rv-et-i'^t-d  ^^^^^idtt-'yv-^d^ 


Letter  Writing.  159 


NOTES     OF    INVITATION     AND     ACCEPTANCE 

(in  the  third  person). 

Mr.  and  Mrs.  Brooks  request  Mr.  Churchill  will  he  most 

the  pleasure  of  Mr.  Churchill's  happy  to  accept  Mr.  and  Mrs, 

company  at  a  social  gatherings  Brooks's  kind  invitation  to  a 

next    Tuesday    evenings   at    8  social  gathering,  next  Tuesday 

o'clock.  evening. 

^2  W.  J I  St  Street,  Oct.  ^.  J  60  Fifth  Ave.,  Oct.  j. 

LETTER     OF     INTRODUCTION. 


^v^    </0,    f(ff^(f. 


^■e-^^.-ry.t'     ^O/i-gifl.'yyiyt^-n.     (Qd-rj. , 


/  //  X/    / 


f^/^t2^2^^   ^t^t-'yyi-   ^i^  d-Z^.-ct^^  -Ci} te--c-7^7a'  ^d-   -a-  ^t^'iS-o-^^-O''^  ^fti-^-a-L 


■t^yv-ct-'i-eyl'^i/^    ■t/'-o-t^id, 


7 


o-tx^^i^l: 


^> 


1 60  Graded  Lessons  in  EriQ-lish. 


A    LETTER    OF    FRIENDSHIP. 


^Qy/iQ^  t/si^i'  ^Qy/iQti'^'/h-e'i', 


■c--tZ'-yi''yiyo-'l^  'It-'Ci'  ^i-at^   ■/l-o-i^ 


■^A.-o-i^rj^'/i/d    ^i^/t^^^'     ili^-i^-n-t     'vt^-A-i^Ce'     ^Q^  y'z^ti'-lt'-^ 


'yi^^^uA  ■g^'yv 


-a/yi^   /-/v-t^^   ^^'^i^t-    t^o-     -c-yv-e/e-e-t^        'yyi^od-   ^yyi-e^  -n^ 

/ 


'.'O-yyi't'. 


'yi'-e-e- 


Letter  Writing. 


i6i 


^t^i.-c 


d    Jr.// 


''    d'^i-fi^^'C     ■c^yi-z.m^    /r   -n-i 


TV,. 


z^^^  -rfyvt:/  'u  ly , 


■lA/f-i-cyi'  ^iiX'     rr-eo   -o-zi-ci   'C/ZtS   %//  -o-^      '/i^fi'r-7^€ii--tc/c- 


o^i^-ed-ii . 


■^^yi-^ 


7, 


'Ziy  {i-fi^t.-ezted'  -tzi-e-  -t^-a^u   -fa-o-  ■/i-ezi-ci,    -a^^r/ 


'/^l-Jyt^tZ. 


^■o  -TA^i-t^ce-   '}'yiy€'   ■ft' 


ei-   -ciS  ii-a-a-yi-    -tzd- 


^i-o-c^    -rj-e-o    'i/i^/d',    ■tii'Z^    'Ct'-io     'yyi-C'    -ei^-ei-iy 


'yyvC'    ■f-^-e'i-z/''t-^tt'i'Z-(7j . 


•^c 


■o-'yyi^. 


^^■O'tyci'  ■rz-/^-e-c'ic-a'yi--ei't€'  dti-n.'', 


/ 


e^yvi-z- 


'r 


tZ-t'J^t^d.. 


^ 


^Qy/iQ'ld:     (/J///t.ic-etiyt-rzsl  ^i-tt^f^T^-ed , 


'y/t/yy7.-a,-tzr7.€,     ^ 


*  In  familiar  (and  official)  letters,  ihe  Address  may  stand,  you  will 
remember,  at  the  bottom. 


1 62 


Graded  Lessons  in  English. 


I'Sslfc^a^^lS 

<% 

^ 

<^ 

•^ 

^• 

STAMP.  §0 

•|o 

c^j- 

•§0 

e^^^^^^s 

'/f^J,- 


tyt^^Vl^'7'7A 


t-G-: 


To  the  TeacJier.—Haye  yonr  pupils  write  complete  letters  and  notes  of  all  kinds. 
You  can  name  the  persons  to  whom  these  are  to  be  addressed.  Attend  minutely  to 
all  the  points.  Letters  of  introduction  should  have  the  word  Introducing  (followed 
by  the  name  of  the  one  introduced)  at  the  lower  left-hand  corner  of  the  envelope. 
This  letter  should  not  be  sealed.  The  receiver  may  seal  it  before  handin<^  it  to  the 
one  sddressed. 

Continue  this  work  of  letter-writing  until  the  pupils  have  mastered  all  ihe  fletails, 
and  are  able  easily  and  quickly  to  write  any  ordinary  letter. 


A   Summary  of  the  Rides  of  Syntax.  163 

■>        —  _—......  .....      ,    -  .  ^ -■■■ • 

A   SUMMARY  OF   THE    RULES   OF   SYNTAX. 

At  tlie  request  of  many  teacliers,  we  here  append  a  summary  of  the 
so-called  Rules  of  Syntax. 

I.  A  noun  01  pronoun  used  as  subject  or  as  attribute 
complement  of  a  predicate  yerb,  or  used  independently,  is 
in  the  nominative  case. 

II.  The  attribute  complement  of  a  participle  or  an  infini- 
.  tive  is  in  the  same  case  (Nom.  or  Obj. )  as  the  word  to  which 

it  relates. 

III.  A  noun  or  pronoun  used  as  jDossessive  modifier  is  in 
the  possessive  case. 

IV.  A  noun  or  pronoun  used  as  object  or  objective  com- 
plement, or  as  the  principal  word  of  a  prepositional  phrase, 
is  in  the  objective  case. 

V.  A  noun  or  pronoun  used  as  explanatory  modifier  is  in 
the  same  case  as  the  word  explained. 

VI.  A  pronoun  agrees  with  its  antecedent  in  person,  num- 
ber and  gender. 

With  two  or  more  antecedents  connected  by  and,  the  pronoun  is 
plural 

With  two  or  more  singular  antecedents  connected  by  or  or  nor,  the 
pronoun  is  singular. 

VII.  A  verb  agrees  with  its  subject  in  person  and  num- 
ber. 

With  two  or  more  subjects  connected  by  and,  the  verb  is  plural. 
With  two  or  more  singular  subjects  connected  by  or  or  nor,  the  verb 
is  singular. 

VIII.  A  participle  assumes  the  action  or  being,  and  is 
used  like  an  adjective  or  a  noun. 

IX.  An  infinitive  is  generally  introduced  by  to,  and  with 
it  forms  a  phrase  used  as  a  noun,  an  adjective,  or  an  adverb. 


164  Graded  Lessons  in  EngliJi, 

X.  Adjectives  modify  nouns  or  pronouns. 

XI.  Adverbs  modify  verbs,  adjectives,  or  adverbs. 

XII.  A  preposition  introduces  a  phrase  modifier,  and 
shows  the  relation,  in  sense,  of  its  principal  word  to  the 
word  modified. 

XIII.  Conjunctions  connect  words,  phrases,  or  clauses. 

XIV.  Interjections  are  used  independently. 


14  DAY  USE 

RETURN  TO  DESK  FROM  WHICH  BORROWED 

LOAN  DEPT. 

This  book  is  due  on  the  last  date  stamped  below, 
or  on  the  date  to  which  renewed.  Renewak  onlr: 

Tel.  No.  642-3405 
Renewals  may  be  made  4  days  ^rior  to  date  due. 
Renewed  books  are  subject  to  uxmiediate  recall. 


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THOMSON'S 

New  Graded  Series. 


COMPLETE    IN    THREE    BOOKS. 


MW  MENTAL  ARITHMETIC. 

144.  Pages,  16rno.     Price  35  cents. 

n.  liTEW  RUDIMENTS  OP  ARITHMETIC. 

COMBINING  MMNTAIi  WITH  SLATE  BXEItCISES, 

224  pages,  16mo.    Price  BO  cents. 

m.  NEW  PRACTICAL  ARITHMETIC. 

884  pages,  i2nio.     Price  $1.00. 


These  works,  it  is  believed,  form  the  most  comprehensive,  com* 
plete,  and  carefully  graded  series  of  Arithmetics  extant.  They  have 
been  adopted  by  the  Board  of  Education  of  the  City  of  New  York, 
and  by  numerous  public  schools  and  private  seminaries  in  other 
places.     They  are  highly  recommended  by — 

P.  A.  P.  Barnard,  LL.D.,  President  of  Columbia  College,  N.Y. 

Howard  Crosby,  D.D,,  Chancellor  of  the  University,  N.  Y. 

Prof.  J.  H.  Van  Amringe,  Columbia  College,  New  York. 

Prof.  E.  W.  Evans,  Cornell  University.  Ithaca,  N.  Y. 

Hnn.  Henry  Kiddle,  Sup't  of  Public 'instruction,  N.  Y.  City. 

Thos.  F.  Harrison,  A.M.,  Assistant  Superintendent,  N.  Y. 

Hon.  J.  W.  BuLKLET,  Sup't  Public  Instruction,  Brooklyn. 

Prof.  H,  B.  Spraoub,  Principal  of  Adelphi  Academy,  Brooklyn. 

And  by  more  than  one  hundred  eminent  PRAcrriCAi. 
teachers,  who  are  using  the  works  with  much  satisfaction. 


The  old  series  of  Thomson's  Arithmetics  will  continue  to  be 
published  ae  heretofore.     It  consists  of — 

TABLE  BOOK.  PEAOTIOAL  AEITHMETIO. 

MENTAL  AEITHMETIO.  KEY  TO  PKAOTIOAL  AEITHMETia 

KUDIMENTS  OF  AEITHMETIO.  HIGHEE  AEITHMETIO. 
AEITHMETICAL  ANALYSIS.        KEY  TO  HIGHEE  AfilTHMETIC. 

N.B.— ^Booksellers  and  others  ordering  are  particularly  requested 
to  specify  which  edition  is  wsmted. 


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